Achieving equality remains a major challenge in schools globally. In Hong Kong, the current education policy has a core value that all students have the right to learn. Policy-makers and school personnel are struggling to find ways of catering for diverse learning needs in schools. Early in 2006, a self-initiated inclusive educational project has linked one mainstream school and a special school. Their project can be seen as a pioneer in the field of education, for it provides concrete recommendations to other education practitioners on initiating whole-school participation and joint-school partnerships, integrating such collaborations into the culture of the school, and encouraging teachers committed to student voice and engagement. This article records the qualitative case study comprising the teachers' self reports to demonstrate how teachers re-shaped their perceptions, beliefs and behaviours as they developed and implemented a school-based inclusion project. It is expected that the findings of this study will assist educators to further understand present challenges in the school system regarding managing diversity and attaining inclusive education goals. In particular, local schools are now facing the challenge to implement inclusive education.
[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/10.1080/13603116.2010.495792]