Analyzing inclusive education: Is it justified and realistic in Hong Kong?

Analyzing inclusive education: Is it justified and realistic in Hong Kong?

• Tang, Lai Lin

Hong Kong Special Education Forum, 3, 22-30, 2000

Special Education Society of Hong Kong Ltd.

2000

• E Special Education
  • EG Inclusive Education

• Hong Kong

• 1960s
• 1970s
• 1980s
• 1990-1997.6
• 1997.7 onwards

• Unknown or Unspecified

• View Full Text 全文連結

The Hong Kong government introduced a scheme to include students with disabilities into mainstream schools in 1997. This can be seen as the beginning of the "inclusion movement". The main problems of inclusion are its "one size fits all" philosophy and the belief that "the least restrictive environment" is exclusively the regular classroom. There are four major obstacles to implementing full inclusion in Hong Kong. (1) The existing teacher to student ratio is already unacceptably high. Putting disabled students into regular classrooms without decreasing the class size will burn-out teachers, without any obvious benefit to the disabled students. (2) Most teachers do not have any training to deal with disabled students. Without a qualified teacher, disabled students are unlikely to be receiving high-quality educational services. (3) Disabled students are put into classes with lower academic performance, a practice which presently compromises the learning potential of all students involved. (4) Hong Kong teachers in general education have inadequate experience in collaborating with other professionals so that providing teacher assistants to deal with special needs students may not be as helpful as it appears. In summary, full inclusion may not be the only answer. It should be recognised that disabled students have their own special needs which the regular classrooms may not be able to meet.
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• English

Journal Articles

• 15627861

https://bibliography.lib.eduhk.hk/en/bibs/43b00ae2

2019-01-03