Journal Articles
Competing philosophies in the classroom: A challenge to Hong Kong teachers
- Competing philosophies in the classroom: A challenge to Hong Kong teachers
-
- Wong, Donna Kam Pun Disability Research Team, Dept. of Social Work and Social Administration, University of Hong Kong
- Pearson, Veronica Disability Research Team, Dept. of Social Work and Social Administration, University of Hong Kong
- Lo, Eva Mei Kuen Disability Research Team, Dept. of Social Work and Social Administration, University of Hong Kong
- International Journal of Inclusive Education, 8(3), 261-279, 2004
- Routledge
- 2004
-
- Hong Kong
-
- 1997.7 onwards
-
- Primary Education
- The present paper examines the experiences of teachers in teaching children with special needs in mainstream schools and how they see and evaluate the feasibility of the new integration initiatives in Hong Kong. The data are based on individual and focus group interviews with general class teachers, resource class teachers and principals of mainstream schools admitting students with special needs. Teachers reported difficulties and problems in maintaining classroom discipline and ambivalence in meeting the competing demands between students with and without special needs. The structural constraints of implementing a rigidly defined curriculum and being accountable for good academic results regardless of student competence pose formidable obstacles in achieving the goals of integrated education. There is a conflict at the systemic level between the philosophy of academic excellence defined by grades on the one hand and the philosophy of equality and inclusion on the other. Improving parent participation, having an ample supply of binds, the provision of necessary equipment arid facilities, the availability of pre- and in-service training to teachers, and additional manpower in counselling are the most urgently needed resources in facilitating teachers to engage in teaching students with special needs alongside others.[Copyright of International Journal of Inclusive Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/1360311032000160599]
-
- English
- Journal Articles
-
- 13603116
- https://bibliography.lib.eduhk.hk/bibs/dfe0c4a7
- 2010-09-08
Recent Journal Articles
探究課程政策對教師遊戲教學信念的影響: 以香港兩所幼稚園教師為例Journal Articles
Educational value priorities of Chinese parents in a global city: A mixed-methods study in Hong KongJournal Articles
The construct of integrated group discussion (IGD) among undergraduate students: To what extent does group discussion performance reflect performance on IGD tasks?Journal Articles
Constructivist learning approaches do not necessarily promote immediate learning outcome or interest in science learningJournal Articles
Work–life balance among higher-education professionals in Hong Kong and Thailand during the COVID-19 pandemicJournal Articles
Healthy eating report card for pre-school children in Hong KongJournal Articles
Assessing the relationship between teacher inclusive beliefs, behaviors, and competences of students with autism spectrum disordersJournal Articles
Developing language teachers’ professional generative AI competence: An intervention study in an initial language teacher education courseJournal Articles