In Hong Kong, inclusive education is concerned with educating all students, including those who are categorised as having special educational needs (SEN). This qualitative study reports three challenges faced by primary schools music teachers required to implement inclusive education. The first two challenges echo those reported internationally ? the lack of subject-specific pre- and in-service SEN training and insufficient school-based SEN support for music teachers. The third challenge is the key role of a societal mindset that, by valuing SEN interventions against other educational values, justifies discriminatory training and resourcing. It is against this mindset that these teachers argue and that explains why inclusive education in Hong Kong's primary music classrooms becomes a pathway for both SEN students and their teachers to learned helplessness.; In Hong Kong, inclusive education is concerned with educating all students, including those who are categorised as having special educational needs (SEN). This qualitative study reports three challenges faced by primary schools music teachers required to implement inclusive education. The first two challenges echo those reported internationally ? the lack of subject-specific pre- and in-service SEN training and insufficient school-based SEN support for music teachers. The third challenge is the key role of a societal mindset that, by valuing SEN interventions against other educational values, justifies discriminatory training and resourcing. It is against this mindset that these teachers argue and that explains why inclusive education in Hong Kong's primary music classrooms becomes a pathway for both SEN students and their teachers to learned helplessness.
[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/10.1080/13603116.2015.1019374]

融合教育的基本理念是「每個兒童均有接受教育的基本權利」，香港提倡融合教育已 40多年。本文先簡單回顧香港的融合教育發展，然後試從政策的推行、學校課程、教師和家長態度及資源多方面去探討此理念推行時所遇到的障礙。最後，筆者提出社會上不同人士對學前階段的融合教育較少關注，但此階段乃是開始融合的最好時機。
[Copyright © 2007 The Hong Kong Institute of Education.]

This paper describes the processes and outcomes of the development of a set of performance indicators in the affective and social domain for use in Hong Kong primary and secondary schools. A consultative process with major stakeholders (141 schools) guided the selection of specific areas with the domains. The samples for reliability, validity and norming included some 250 schools and 55, 000 students. Overall, the final set of indicators was quite comprehensive, encompassing areas from self-concept, through interpersonal skills to leadership and goals in life. The APASO software, developed to allow schools and the system to readily gather and report outcomes, was well received by users. The paper concludes by drawing links to other research investigating the effects of inclusive practices on students’ affective and social outcomes, suggesting that the indicators developed in this paper could be useful in examining those effects in Hong Kong.
[Copyright © 2003 The Hong Kong Institute of Education.]

This article briefly examined the development and reforms of education for students with disabilities worldwide in the last 50 years and that of Hong Kong in the last 3 decades. It addressed the significant progress seen in Hong Kong and called for the need to install systems of transition planning and post-secondary support services that are currently absent in Hong Kong. Benefits of having these systems were discussed, drawing overseas examples in countries such as the U.S., U.K., Canada, and Australia where students with disabilities participate in and are accommodated at all levels of education. It was emphasized that the massive education reforms aiming at transforming the entire education system into a flexible system to accommodate diverse learners and promote lifelong learning for all would have been a perfect platform to address such gaps and issues. The conclusion of the paper calls for discourse and collaboration among relevant stakeholders toward a more inclusive and holistic reform.
[Copyright © 2009 The Hong Kong Special Education Society.]

Integration or inclusive education is a hot issue and a global trend. Different countries value the policy of integration or inclusive education through whole school approach but may be with different progress on the track. This essay intends to compare the education system of Finland and Hong Kong as any change in the general education system shapes the mechanism of and the provisions to the special education. The scholarly study of other education system will help us to get deeper understanding of our own system and so can work for its improvement (Bray, 2004). The approach of comparison will be adapted from Bereday’s Model for Undertaking Comparative Studies.
[Copyright © 2007 Canadian Center of Science and Education.]