Inclusion practices with special educational needs students in a Hong Kong secondary school: Teachers' narratives from a school guidance perspective

Inclusion practices with special educational needs students in a Hong Kong secondary school: Teachers' narratives from a school guidance perspective

• Hue, Ming Tak Dept. of Special Education and Counselling, Hong Kong Institute of Education

British Journal of Guidance & Counselling, 40(2), 143-156, 2012

Routledge

2012

• E Special Education
  • EA Education for Students with Physical Disabilities
• E Special Education
  • EG Inclusive Education
• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers

Pastoral Care (Education) Secondary School Pupils Special Educational Needs Teacher Attitudes Mainstreaming Inclusive Education Discipline Secondary School Teachers

• Hong Kong

• 1997.7 onwards

• Secondary Education

Schools in Hong Kong are concerned about the growing enrolments of students with special educational needs (SEN) and how these students could be included in school guidance. This study examines teachers' narratives of the inclusivity of school guidance. The study was qualitative, being a case study of a Hong Kong secondary school. School documents were collected for textual analysis and semi-structured interviews with 13 teachers were conducted, including nine guidance teachers and four other teachers who worked closely with these guidance teachers. Four dimensions for the inclusivity of school guidance were identified: the development of inclusive practices of guidance, the adoption of a proactive approach, the promotion of inclusive discipline, and the clear definition of the partnership between school guidance and professional organization offering specialised services for students with SEN. The study provides insights into contextual influences of Hong Kong education on school guidance and the development of an inclusive approach to guidance.
[Copyright of British Journal of Guidance & Counselling is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03069885.2011.646950]

• English

Journal Articles

• 03069885

• 10.1080/03069885.2011.646950

https://bibliography.lib.eduhk.hk/bibs/7ab67ca1

2014-01-18