This paper reports on research through four case studies of Integrated Education in Hong Kong schools that aimed to provide a better understanding about the integration process, what the barriers are, how they might be overcome and how Integrated Education might further facilitate quality education. The study used five research questions that framed the results. Case Study methodology involving interviews, open-ended questionnaires, examining school documents, observations and their analyses was used. Findings led to a cross analysis which showed emergent commonalities and unique features. Results include findings that co-teaching led to effective teaching; parent involvement is a key factor, and social interaction and Whole School Approach schemes are very supportive of Integrated Education. Common teacher education needs were identified. Implications for education and research are made.

In the World Declaration on Education for All, Jomtien, 1990, Article 3 states that no groups of children should “suffer any discrimination in access to learning opportunities”. Hong Kong is now considering a number of major and wide ranging reforms to education which will move closer to this goal. These include substantial reforms to the curriculum, removal of most examinations and the gradual removal of banding by ability. This paper focuses on ability banding, discusses the main issues and shares some data from an ongoing study on equity and excellence in Hong Kong schools.
[Copyright © 2000 Chulalongkorn University.]

This action research attempted to explore how problem-based learning could be applied to help unmotivated students in a practical school in Hong Kong. Data were drawn from 2 Commercial Studies classes of 30 students. Quantitative data regarding students' off-task and active learning behaviors were collected through the use of questionnaires. Besides, observation and interview were conducted to review students' attitude change in learning, and their ability to apply knowledge. The findings showed that problem-based learning enhanced active learning and co-operation among students. There were no data to support the long-term effect of this approach. It was recommended that teacher training, alongside other methods, should focus on student-centered pedagogy and curriculum to help unmotivated students.
[Copyright of Hong Kong Special Education Forum is the property of Centre for Special Educational Needs and Inclusive Education, The Hong Kong Institute of Education & Special Education Society of Hong Kong.]

The Chinese version of the Beck Depression Inventory (C-BDI) was administered to all the 155 adolescents currently attending special schools for maladjusted boys in Hong Kong and 132 of them completed the questionnaire. Utilizing cut-off points developed by Beck, 44 adolescents (33.3%) were nondepressed, 26 (19.7%) were mildly depressed, 26 (19.7%) were moderately depressed and 36 (27.3%) were severly depressed. Total BDI scores of subjects were not signficantly related to age, length of stay in special schools or acting out behaviors. However, subjects observed to have acting out behaviors by their class teachers were found to be suffering from substantial depressive symptomatology and not as what their surface behaviors indicate.
[Copyright of Hong Kong Special Education Forum is the property of Centre for Special Educational Needs and Inclusive Education, The Hong Kong Institute of Education & Special Education Society of Hong Kong.]