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

• E Special Education
  • EG Inclusive Education

Special Education Teachers Mainstreaming in Education Special Education Exceptional Children Hong Kong China

• 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

• 10.1080/1360311032000160599

https://bibliography.lib.eduhk.hk/bibs/dfe0c4a7

2010-09-08