Population of ethnic minorities in Hong Kong has been growing, and many Muslim minorities are now studying in the mainstream kindergarten. In the midst of global wave of Islamophobia and the lack of understanding towards the cultural traditions of local Muslim minorities, this paper explores teaching Islam art as an inclusive attempt of childhood education program. With the example of promoting Islamic art workshop of Hong Kong Islamic schools and madrasahs, this paper foresees broadening Chinese students’ world map and cultural geography through teaching and learning Islamic art. Interacting with ethnic Muslim students, it may help students avoid unintentional insults and errors of etiquette.

This research investigated the attitudes of Chinese students toward inclusive education, by dividing the research into two studies with different subgroups included. Study 1 invited 340 secondary students and 129 secondary teachers from 9 mainstream secondary schools in Hong Kong to participate. The Chinese version of the 16-item Attitudes toward Inclusive Education Scale originally developed by Wilczenski⁶⁹ was applied. The results were analyzed at item and variable levels. Hong Kong students had significantly more positive attitudes toward inclusive education than their teachers. However, both groups did not show positive attitudes towards inclusive education. Based on the results of study 1, study 2 tried to cross validate these findings by inviting 135 teachers and 260 students in Macau to participate. As well, study 2 extended the horizon of comparison by inviting 260 parents to participate. They were either the mothers or fathers of the 260 students who participated in study 2. The same scale was applied in study 2 and the results showed that neither the Macau students nor the teachers were particularly positive toward inclusive education. The Macau parents had the more positive attitudes toward inclusive education than the Macau students and teachers. The results from the two studies in Hong Kong and Macau were compared and discussed.
[Copyright © 2015 World Research Journals.]

本文檢視了香港融合教育的發展，就本港之特殊需要教育服務及如何把學生分類及轉介作出討論。作者指出多項規劃引起未來全納教育的困難，並建議政府需要採取的措施，改善本港的教育制度，向全納教育的理想邁進。
[Copyright © 2010 中國教育及科研有限公司.]

本文根據澳洲、香港、英國、美國及北歐各地自五零年代以來採用的全納教育及融合教育哲學作出討論，筆者更嘗試從人道、經濟及教育等三個角度，討論了本港必須推行全納教育的原因。
[Copyright © 2010 中國教育及科研有限公司.]

香港特區政府早已落實政策，發展融合教育，目的是讓有特殊教育需要的學生，能布機會與其他學生一起就讀於普通學校內。為促進融合教育的發展，香港教育學院特殊教育系獲優質教育基金資助，進行為期20個月的「邁向成功的融合教育」計劃。本文主要說明香港融合教育政策、現況及呈現困難，並指出一些發展條件。文章將介紹此計劃的內容，例如教師培訓、教材製作、資源發展及院校合作等方法。結論指出當教師的專業能力獲得提昇後，融合教育步伐會加快，有特別教育需要的兒童在「最少限制環境」中的學習理念便可達到。
[Copyright © 2000 香港敎師中心敎育硏究小組.]