A slippery road to equality: Hong Kong's experience of unplanned integrated education

A slippery road to equality: Hong Kong's experience of unplanned integrated education

• Wong, Donna Dept. of Social Work and Social Administration, University of Hong Kong
• Pearson, Veronica Dept. of Social Work and Social Administration, University of Hong Kong
• Ip, Frances Dept. of Social Work and Social Administration, University of Hong Kong
• Lo, Eva Dept. of Social Work and Social Administration, University of Hong Kong

Disability & Society, 14(6), 771-789, 1999

Routledge

1999

• E Special Education
  • EG Inclusive Education

Children with Disabilities -- Education Child Psychology Parent & Child Questionnaires Resource Allocation Social Sciences -- Research

• Hong Kong

• 1997.7 onwards

• Primary Education
• Secondary Education

This article examines the issue of children with a disability who are 'informally integrated' into mainstream school. Its main purpose is to reflect the views and experiences of parents, and to identify the major difficulties that arise and their suggestions for ameliorating the situation. The data is based on a series of interviews and focus groups of parents. In order to provide a balanced perspective, responses of schools to a questionnaire were also included. Teachers were asked to express their views about integrated education. These responses were then categorised. It was found that lack of resources and training predominated.
[Copyright of Disability & Society is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09687599925885]

• English

Journal Articles

• 09687599

• 10.1080/09687599925885

https://bibliography.lib.eduhk.hk/en/bibs/b4520b76

2010-09-06