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.]

As expectation on academic success is high from parents in Asian societies (Chen & Stevenson, 1989; White, 1993), moving towards inclusive practices in schools received great challenges. Using both quantitative and qualitative methods, this study attempts to study the affective and social outcomes of students in a mainstream primary school in Hong Kong. The sample was 410 elementary students across Grade 3 to Grade 6 level. At the first stage, the academic self concept, teacher-student relationship, social integration, and negative affect were studied by the Assessment Program for Affective and Social Outcomes(APASO) (EMB, 2001). The second stage was interview with school teachers. The sample was studied according to class allocation system with which streaming was used and respective curriculum policy was applied. The findings show that the SEN (N=14) showed no significant difference from the typically developing students. However, students who were allocated in the upper bottom class who were not SEN, as well as the low academic achievers studied in the normal classes, shown to have poorer social and affective outcomes. These students revealed anxiety and tension in their academic study. The 21 low academic achievers who studied a normal curriculum in a normal class setting were identified as trouble makers who created disciplinary problems. The study informs that curriculum tailoring and small class setting (<10) worked well on students with a disability. Recommendations were made on what the school can do to assist students in their school life on both the academic study and psychological well-being.

在香港的課室中， 有特殊學習需要的學生日見增多，照顧學生多樣性已成為教育界的重大挑戰。據家長及教師反映，不少有特殊學習需要的學生，學習數學時都遇上困難，其中包括混淆數學概念、不能準確執行計算程序等等。然而，目前一般學校均未能為這些學生提供適當的支援。在過去的十個月，筆者等嘗試從學校課堂、單獨面談及課後支援班三方面探討這些學生的需要，期望從數學專科的角度，解讀他們數學學習困難的成因，及尋找幫助他們的方法。本文總結觀察所得，大膽提出從教學、課程及行政三方面入手，幫助這些學生面對數學學習的方法。

Regular schools in Hong Kong are concerned about the growing enrolments of students with special educational needs (SEN) and how these students could be included in school guidance. Based upon the author’s nine-year personal experience of conducting courses on school guidance in the context of inclusive education at a key training institution in Hong Kong and research findings of a case study into teacher’s constructs of the inclusivity of school guidance (Hue ,2010) , three dimensions of teacher professional training for the inclusivity of school guidance are identified: developing inclusive counselling practices; developing inclusive strategies of behaviour management ; and dealing with the impacts of wider systems. This chapter gives insights into the professional needs of guidance teach-ers from regular schools and the promotion of the inclusivity of school guidance through teacher education.

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.]