Managing change in an integrated school--A Hong Kong hybrid experience

Managing change in an integrated school--A Hong Kong hybrid experience

• Luk Fong, Pattie Yuk Yee Dept. of Educational Psychology, Hong Kong Institute of Education

International Journal of Inclusive Education, 9(1), 89-103, 2005

Routledge

2005

• E 特殊教育
  • EG 融合教育

Education Inclusive Education Students Classroom Management Schools Hong Kong

• Hong Kong

• 1997.7 onwards

• 小學教育

Following the world trend of inclusion in education, many schools in Hong Kong have started including students with special needs in the regular classrooms. Given the unique educational context of Hong Kong as 'East meets West', and given that inclusion is essentially a concept from the West, this paper argues that Hong Kong's integration has its unique hybrid features. This paper reports the experience of one primary school in the process of change in areas of stages of integration, leadership and whole school approach, during a two-year implementation period. Change processes at the school, classroom and individual levels are discussed. A case study methodology is used so that unique characteristics of the school in its naturalistic settings can be captured. Data were obtained from observation, documentary analysis, individual and group interviews of different school stakeholders: the principals, parents, teachers, resource teachers, and guidance personnel. Implications of findings to schools in Hong Kong and other countries facing similar issue in parallel and mixed cultural settings 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/10.1080/1360311042000299766]

• 英文

期刊論文

• 13603116

• 10.1080/1360311042000299766

https://bibliography.lib.eduhk.hk/tc/bibs/4cb0cae7

2010-09-24