Implementing inclusive education in an early childhood setting: A case study of a Hong Kong kindergarten

Implementing inclusive education in an early childhood setting: A case study of a Hong Kong kindergarten

• Zhu, Jie The University of Hong Kong
• Li, Hui The University of Hong Kong
• Hsieh, Wu Ying The University of Hong Kong

Early Child Development and Care, 189(2), 207-219, 2019

Routledge

2019

• E 特殊教育
  • EG 融合教育
• Q 教育體系與各級學校
  • QB 小學前之教育、育兒設施、母嬰保健設施

Foreign Countries Early Childhood Education Inclusion Case Studies Kindergarten Educational Benefits Special Needs Students Principals Positive Attitudes Preschool Teachers Teacher Attitudes Parent Attitudes Administrator Attitudes Educational Policy Individualized Education Programs Teamwork Program Evaluation

• Hong Kong

• 1997.7 onwards

• 學前教育

Inclusive education has been promoted in primary and secondary schools in Hong Kong since the 1990s, and it has now spread to pre-primary education. Without qualified teachers and sufficient resources, however, it is difficult to implement inclusion in early childhood settings. This case study investigated how inclusive education was practised in an ordinary kindergarten in Hong Kong with a focus on its benefits and challenges. Two children with special educational needs, their teachers and parents, the learning support team members, and the school principal were involved in the study, which included the triangulation of observations, interviews, and documentation analysis. The results indicated that (1) the chosen kindergarten demonstrated a variety of inclusive practices and (2) although there were some problems and difficulties, all of the participants interviewed showed positive attitudes towards the inclusive programme. The implications and challenges of implementing inclusion in Hong Kong early childhood settings are discussed.
[Copyright of Early Child Development and Care is the property of Routledge.]

• 英文

期刊論文

• 03004430

https://bibliography.lib.eduhk.hk/tc/bibs/953fce45

2020-03-03