This article, written by Meng Deng of Beijing Normal University and Kim Fong Poon-McBrayer of the Hong Kong Institute of Education, reviews and analyses the reform of special education in China, the challenges confronting Chinese special education provisions, and how the Chinese inclusive education model, namely 'Learning in Regular Classrooms', has been shaped by the pragmatic needs aligning with the nation's economic and social developments. In an effort to provide wider school access, the current inclusive education model has become the form of educational placement that serves the majority of students with disabilities in China. The authors conclude that reforms in the last two decades have resulted in dramatic changes and progress in many facets of special education service delivery, school structure, administrative monitoring mechanism, and instructional practices. However, the current Chinese special education service structure is still shaky, with inadequate resources, personnel preparation and support at the local level. Fundamental changes to the examination-oriented mainstream education system are still needed, to enhance the quality of education for students with special needs.
[Copyright © Wiley-Blackwell Publishing Ltd.].

因應社會重視平等機會的理念，香港學校自上個世紀末便開始關注照顧特殊學生的需要；為了鼓勵主流學校照顧這類學生的學習，特區政府十多年來在中小學推行融合教育。此文除了回顧香港政府相關教育政策的發展外，亦會分享一所小學在這方面的實踐，以剖析香港融合教育政策的演變及其最新的發展。
[Copyright © 2013 優質學校教育學報.]

在香港，無論是融合教育的前線工作人員，還是社會人士，對融合教育的發展情況都是褒貶不一。在此背景下，結合"教育機會平等和個別差異認同"中的"平等"概念，總結香港融合教育發展過程中的利與弊，無論是對香港融合教育的發展，或是其它地區融合教育的發展，都具有啟迪意義。
[Copyright © 2010 中央教育科學研究所.]

It has been a decade since the implementation of Hong Kong's policy of inclusion, that mainstream schools should admit students with special educational needs (SEN). This study reports on music teachers' experiences of teaching SEN students in inclusive music classrooms. Data were derived from a qualitative multiple case study comprising10 government-funded primary school music teachers. These music teachers lack knowledge of ways to support the musical development of pupils with SEN and reported learned helplessness and effective exclusion of SEN students. The major barrier to effective inclusive music teaching evidenced is the absence of in-service training in inclusive music education.
[Copyright of Music Education Research is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/14613808.2015.1044509]

Seeking to address a gap in the literature, this article reports the development of an instrument to measure Hong Kong primary school music teachers' concerns about inclusive music education. To do so, a 25-item music teachers' Concern of Inclusive Music Teaching (CIMT) scale was constructed and administered to 317 primary schools music teachers in Hong Kong, data from whom indicate that the CIMT scale comprises six concern factors ? 'learning support', 'learning difficulties', 'learning needs', 'resource', 'training' and 'curriculum design and assessment'. Although these data results do not support either Parsons and Fuller's (1974) three-factor model or hierarchical three-factor-related model, they do support a discrepancy noted elsewhere (Kazelskis and Reeves 1987; Schipull, Reeves, and Kazelskis 1995; Boz 2008; Borich 2013) that may reflect the impact of teaching context.
[Copyright of Music Education Research is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/14613808.2015.1049259]

Parents are key stakeholders in education and their support is pivotal to policy implementation. Through a large-scale survey, the present study investigated the validity of a structural model describing the relationship between attitude, knowledge, and perceived social norm among parents of children with special needs. Results revealed that knowledge and perceived social norm were powerful predictors of parents' attitudes towards inclusion and the two predictors were intercorrelated. Exploratory analyses on the effect of demographic variables on parents' attitudes demonstrated that male parents exhibited more positive attitudes towards inclusion than female parents; and parents of children at a higher grade level indicated less positive attitudes. Cultural issues of parents' concerns about inclusive practice are discussed.
[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/10.1080/13603116.2015.1037866]