The benefits and challenges of the integrated programme for children with disabilities in mainstream kindergarten-cum-child care centres in the Hong Kong Special Administrative Region: Implications for social change

The benefits and challenges of the integrated programme for children with disabilities in mainstream kindergarten-cum-child care centres in the Hong Kong Special Administrative Region: Implications for social change

• Lai, Yuk Ching Eva The Education University of Hong Kong
• Gill, Judith University of South Australia

Early Years, 2017

Routledge

2017

• E Special Education
  • EG Inclusive Education
• Q Philosophy of Education, Educational System & School At Different Levels
  • QB Pre-school Education, Child Caring Facilities, Maternal & Infantile Health Facilities

Integrated Programme Children with Disabilities Mainstream Kindergarten-cum-child Care Centres Stakeholders

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

Initially developed from policies implemented under British rule, the integrated programme for children with disabilities has not been widely publicised in the context of early childhood education in the Hong Kong Special Administrative Region (HKSAR). Local communities have responded differently to the integrated programme implemented in mainstream kindergarten-cum-child care centres (Kg-cum-CCCs), which serve children from 2 to 6 years old. This study focuses on the perceived benefits and challenges of the integrated programme implemented in mainstream Kg-cum-CCCs. Thirty stakeholders (18 school personnel and 12 parents of children with and without disabilities) from six integrated Kg-cum-CCCs took part in a series of semi-structured in-depth interviews, providing a comprehensive database for this study. The data were analysed with reference to previous studies on the integrated programme for children with disabilities in the context of the current educational experience in the HKSAR. The findings indicate that the stakeholders believe that the integrated programme can benefit children with and without disabilities, but that it can also cause challenges for these children. Implications for policy and practice are discussed.
[Copyright © 2017 TACTYC.]

• English

Journal Articles

• 09575146
• 14724421

• 10.1080/09575146.2017.1369937

https://bibliography.lib.eduhk.hk/en/bibs/564924ac

2017-12-18