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.]

融合教育發展至今，全港已有四萬多名有特殊學習需要的學生就讀於普通學校內。根據政府統計，約有千名輕度智力障礙學生就讀於融合學校。由於智障學生的學習特性及困難，學校需要進行不同方面的支援。本文將就「支援智障學生在普通學校學習意見調查」 的結果，分析學校在課程編、課程實施、教學支援、考評安排和成長支援等方面，如何支援及協助智障學生學習，並提出改善建議及教學支援策略。

The number of students with special educational needs (SEN) in mainstream education in Hong Kong has increased, but the lack of professional training for in-service teachers appears to impede the successful implementation of an inclusive education policy. This study aims to evaluate and reflect on the delivery of an in-service inclusive education teacher training course provided by a local teacher training institution. A total of 3,274 teachers took this course between 2007 and 2010. Students' responses to an exit questionnaire were used to assess the course. The attitudes of the respondents towards the aim, content, resources, effect and value of the course and the level of satisfaction were generally positive, and increased as it evolved over time. The practical aspects (e.g., case analysis, classroom level strategies, guest lecturers' sharing and group discussion) were appreciated most by respondents. The implications of the findings and suggestions for further improvement are presented and discussed.

Based on Lev Vygotsky's social constructivism theory, this study examined the perceptions of Hong Kong physical education (PE) teachers regarding the inclusion of students with disabilities in general PE programmes. Eight secondary PE teachers (female = 5, male = 3) were recruited for individual semi-structured interviews. Data gathered from the interviews were audio-recorded and transcribed. Interview transcripts were analysed and presented as descriptive summaries, as well as underwent content analysis. Three themes emerged based on the content analysis of the teachers' interview data: (1) favourable, but with concerns, (2) hope to be professional, and (3) lack of connection. Results indicated that the teachers acknowledged the benefits of inclusion in PE; however, the teachers also expressed concern regarding the instructional and environmental barriers to the inclusion of students with disabilities in general PE programmes. The findings demonstrated the need for highly frequent and efficient communication, involvement, and collaboration among stakeholders involved in inclusive PE.