This paper describes the moves towards greater inclusion in the Hong Kong education system and the problems that have arisen from those moves. It then describes the introduction of an adapted version of the Index for Inclusion, called the Indicators for Inclusion in Hong Kong, in order to stimulate greater progress. As the adapted Hong Kong Indicators for Inclusion are developed in a unique education culture and based on a particular notion of inclusion, it may be of interest to international readers to see the impact of culture differences in shaping the Indicators. Further, the Hong Kong Indicators for Inclusion are connected with school self‐evaluation and performance standards. The interaction between inclusion and school evaluation will be explored. The paper questions the use of the indicator system to drive inclusion in Hong Kong and the assumptions regarding the capacity of schools for self‐review.
[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/10.1080/13603110500430674]

The debates I explore in this article were prompted by conversations I had with a Government Education Inspector who accompanied me on a visit to a primary school and participated in a series of workshops I organised while I was on a fellowship at Hong Kong University. May Lee's challenge to me that a non-selective education system was a luxury only the First World could afford provoked me into acknowledging a whole new dimension for our discussions of the function of segregated education for groups excluded from the mainstream. I begin by introducing the education system in Hong Kong as it was in the early 1990s. Then I go on, and discuss the activities and conversations I shared with May Lee. Patterns of inclusion and exclusion in Hong Kong reflect a deeply-respected concept of a `good school'; special schools and classes are the only settings for the provision of additional learning support. I discuss examples of each. Finally, I discuss inclusion in education in the context of a developing country, drawing on the work of Chinese, Indian and Western writers to assess May Lee's claim. Opinion is divided. I conclude that the force of an international rhetoric of inclusion obscures the continuing operation of a cultural commitment to selection.
[Copyright of Disability & Society is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09687599826948 ]

This article examines the issue of children with a disability who are 'informally integrated' into mainstream school. Its main purpose is to reflect the views and experiences of parents, and to identify the major difficulties that arise and their suggestions for ameliorating the situation. The data is based on a series of interviews and focus groups of parents. In order to provide a balanced perspective, responses of schools to a questionnaire were also included. Teachers were asked to express their views about integrated education. These responses were then categorised. It was found that lack of resources and training predominated.
[Copyright of Disability & Society is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09687599925885]