This paper was an attempt to review the scene of inclusive education in Hong Kong throughout the development of educating children with special needs for the purpose of identifying challenges posed on inclusive education. It was shown that Hong Kong was still lagging behind the international context in this inclusive movement. Using the Three Domain Framework to analyse the situation, it was shown that the deeply rooted belief in some aspect of Chinese culture had a great impact to hinder the progress of inclusive education. Strategies related to the normative domain, the institutional domain and physical domain were suggested but ultimately progress depends on the government's decision to bring inclusive education forward as the major concern of education. 本文嘗試探討在香港特殊教育發展的歷程中，融合教育面對的挑戰。資料顯示融合教育在香港的發展情況仍落後於國際水平。文章從三個層面 (3 Domain Framework) 去分析融合教育的現況，發覺中國文化某些根染蒂固的信念可能是香港融合教育發展的主要障礙。文章從文化規範、體制及物質層面上作出改善的建議。然而，歸根究底，香港融合教育的有效發展，仍有賴於政府推行融合教育的決心。
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This paper, based on a keynote speech delivered at "Rock and Roll of New Senior Secondary (NSS)" conference organised by the Special Education Society of Hong Kong, briefly reviews the journey from integration to inclusion in education for disabled learners. In doing so, it presents a social model of disability that provides the basis for inclusive education. It addresses current focus on inclusive education in Hong Kong and identifies gaps between theory and practices of inclusive education with a specific focus on the New Senior Secondary Academic Structure and its implication on disabled learners attending special schools. 本文取材自作者為香港特殊教育學會舉辦的【新高中的樂與怒】研討會上發表的講稿。文章簡略追溯了融合教育發展至全納教育之歷程，並以殘疾的社會模式作為提供全納教育的基礎。文章述及香港融合教育的現行重點，並以新高中學制為例，指出當中理論與實踐間之鴻溝及其對殘疾學生就讀特殊學校的影響。
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Since the implementation of the "Whole School Approach to Integrated Education" in 1997, mainstream schools in Hong Kong have been encouraged to admit students who are identified with a wide range of learning needs. More recently, the concept of “inclusion” in the city has been widened to incorporate a significant number of newly arrived children from the mainland China, as well as non-Chinese speaking students. Given such a diversity of school population, however, research tends to suggest that practitioners in Hong Kong do not take a positive attitude towards inclusion. When responding to the challenges posed by inclusive education, it is important for practitioners and policy makers not to overlook legitimate local differences, especially in the role ascribed to education in the culture, and the processes of exclusion in different national settings. In this connection, this paper aims to provide a direction for the development of a cultural model of inclusion. By exploring the cultural meaning of “inclusion”, and observing how teachers respond to the diverse needs of learners in practice, the Model is expected to set a cultural-specific framework for inclusive teacher education. 自1997年,政府推行全校參與模式的融合教育,並不斷鼓勵香港主流學校接納不同類別而有特殊教育需要的學生入讀。近年來,融合的概念已涵蓋至照顧內地新來港兒童和非華語學童的需要。然而,即使學校的學生有不同的學習需要,很多研究卻均顯示參與者對融合教育的態度並不積極正面。面對融合教育的挑戰,參與者及政策制訂者不應忽視本土內各項差異,尤其是於文化層面內教育的角色及社會層面中是否存在排斥的情況。本文旨在為融合教育的文化模式提供一個發展方向。透過研究融合教育的文化含義和觀察教師處理學生差異的實際教學方式,期望為教師培訓製訂一系列有文化特色的融合教育教學法。
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The author, drawing upon evidence from researches carried out in Hong Kong, discusses the progress Hong Kong is making towards including children with difficulties and disabilities within the mainstream. He argues that top-down reforms have failed in Hong Kong and that it is time for the profession to actively engage in school development and school reform. The author argues that teachers need to engage in action research to improve both professional practice and the change process.
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Integrating students with disabilities in ordinary schools has been a topic of debate in the Iast two decades. Inclusive education, in its broader sense, is still in its infancy in Hong Kong. Educational reforms, such as inclusive schooling, depends on teachers' support in implementing the change. Teachers' attitude towards integration and the changes required in schools and classrooms are crucial to the accomplishment of educational reforms. The purpose of this study was to survey classroom teachers' views toward integrating students with disabilities in Hong Kong. Results indicated that the availability of necessary resources, training of teachers, and the suitability of instruction and services were prime concerns for classroom teachers in providing education for students with disabilities. Recommendations for Hong Kong are proposed on considerations given to the above concerns and on legal mandates in providing education for students with disabilities.
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This paper provides a background to the 2 year Pilot Project on Integration completed by the Hong Kong Government in 1999. It considers the implementation of the Project, the difficulties faced by the Government in recruiting schools and the preparation of the participating schools. The paper describes the aims of the Pilot Project in integrating students with disabilities in primary and secondary schools and outlines the methods used by the research team to evaluate the Project. The paper discusses some of the main findings of the evaluation study and considers the central issues and challenges for Hong Kong set against a back cloth of the political changes surrounding the return of Hong Kong to Chinese sovereignty. A number of recommendations for successful integration strategies for Hong Kong are indicated.
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Education is increasingly driven by the concept of quality assurance. Early indications from a Hong Kong project to integrate children with learning difficulties and disabilities into mainstream schools suggest that integration can have a positive impact, both on pedagogy and on the organizational thinking of mainstream schools, offering opportunities for school improvement and quality development.
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This article, while supporting the notion of inclusive education, urges caution in the rate at which the necessary changes take place. The writer acknowledges the important role played by special schools in meeting the needs of students with moderate to severe disabilities, and suggests that special schools must continue to exist in order to provide the full range of placement options. Some of the difficulties involved in implementing inclusive education are discussed, including the demands made upon the regular class teacher, the problem of class sizes in ordinary schools in Hong Kong, and the need for additional professional training with a focus on mixed-ability teaching.
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This paper aims to review the provision of special education and the need of Integration/ Inclusive Education [I/IE] in the Hong Kong context. The paper begins with the definition of relevant terms and follows it with a brief review of the existing provision of the segregated schooling in Hong Kong. Some preliminary comments on the "Pilot Project on Integration of Children with Special Needs in Ordinary Schools" and experiences from overseas on implementing Integration/ Inclusive Education will be given at the end of the paper.
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The Hong Kong government introduced a scheme to include students with disabilities into mainstream schools in 1997. This can be seen as the beginning of the "inclusion movement". The main problems of inclusion are its "one size fits all" philosophy and the belief that "the least restrictive environment" is exclusively the regular classroom. There are four major obstacles to implementing full inclusion in Hong Kong. (1) The existing teacher to student ratio is already unacceptably high. Putting disabled students into regular classrooms without decreasing the class size will burn-out teachers, without any obvious benefit to the disabled students. (2) Most teachers do not have any training to deal with disabled students. Without a qualified teacher, disabled students are unlikely to be receiving high-quality educational services. (3) Disabled students are put into classes with lower academic performance, a practice which presently compromises the learning potential of all students involved. (4) Hong Kong teachers in general education have inadequate experience in collaborating with other professionals so that providing teacher assistants to deal with special needs students may not be as helpful as it appears. In summary, full inclusion may not be the only answer. It should be recognised that disabled students have their own special needs which the regular classrooms may not be able to meet.
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