The evolution from integration to inclusion: The Hong Kong tale

The evolution from integration to inclusion: The Hong Kong tale

• Poon-McBrayer, Kim Fong Dept. of Education Policy and Leadership, Hong Kong Institute of Education

International Journal of Inclusive Education, 18(10), 1004-1013, 2012

Routledge

2012

• E 特殊教育
  • EG 融合教育

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

As a worldwide movement, some forms or stages of inclusive education have been experimented and/or mandated in various countries since the mid-1970s. Integration was piloted in Hong Kong in 1997 and remains the official rhetoric and policy. Three developmental phases of inclusive education, namely, integration, integration in transition to inclusion, and inclusion, are described in this article according to the defining characteristics of integration and inclusion. Issues in policies and practices as reported in various studies are described to illustrate the development of each phase in Hong Kong. Based on a critical review of the said defining characteristics, current policies and practices which offer insight into the indicators signifying the migration to inclusion, I argue that Hong Kong has entered the stage of inclusion and that it was achieved by public pressure for improvement of practices instead of policy directions. This article concludes with recommendations made to sustain effective practices of inclusion.
[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/10.1080/13603116.2012.693397]

• 英文

期刊論文

• 13603116

• 10.1080/13603116.2012.693397

https://bibliography.lib.eduhk.hk/tc/bibs/d4fd8762

2014-10-28