It is agreed that many children with disabilities benefit from instruction in social skills. This literature review looks at various approaches to the teaching of social skills to students with disabilities that significantly impact behavior, discusses the rationale behind social skills training, and questions the wisdom of limiting particular approaches to students with specific disabilities. The authors urges special educators to consider the overall efficacy of social skills training in general, the effectiveness of particular approaches, and the wisdom of sharing procedures and techniques across categories of disabilities. 很多人相信殘障的兒童都能夠在社交技能訓練中獲益。本文探討最為影响殘障兒童行為的不同社交技能訓練方法及社交技能訓練的背後理念。文章並質疑將某類社交技能訓練方法局限於處理某種殘障類別的理據。作者目的是鼓勵特殊教育工作者持開放態度，考慮社交技能訓練的整體效益並從不同社交技能訓練方法中針對性地找出最適合處理不同殘障類別的方法。
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Studies on parental views and experiences of the integrated programme implemented in mainstream early childhood settings for children with disabilities are dominated by the perspectives of mothers and teaching personnel. Additionally, most of these studies are largely from Western countries. This hermeneutic phenomenological study attempts to document the personal views and experiences of Hong Kong Chinese fathers who are raising children with disabilities. A total of 24 fathers of children with disabilities currently studying in 12 mainstream child care centres (CCCs) with an integrated programme were interviewed twice. Results indicate that the fathers appreciated the rationales of the integrated education of their children's integrated CCCs, which is the ideal programme for allowing the involvement of their children in the real world. Nevertheless, the fathers also experienced difficulties, frustrations and dissatisfaction after their children were admitted into the integrated CCCs. Policy and practice implications are also discussed. Copyright © 2018 Educational Review.

Initially developed from policies implemented under British rule, the integrated programme for children with disabilities has not been widely publicised in the context of early childhood education in the Hong Kong Special Administrative Region (HKSAR). Local communities have responded differently to the integrated programme implemented in mainstream kindergarten-cum-child care centres (Kg-cum-CCCs), which serve children from 2 to 6 years old. This study focuses on the perceived benefits and challenges of the integrated programme implemented in mainstream Kg-cum-CCCs. Thirty stakeholders (18 school personnel and 12 parents of children with and without disabilities) from six integrated Kg-cum-CCCs took part in a series of semi-structured in-depth interviews, providing a comprehensive database for this study. The data were analysed with reference to previous studies on the integrated programme for children with disabilities in the context of the current educational experience in the HKSAR. The findings indicate that the stakeholders believe that the integrated programme can benefit children with and without disabilities, but that it can also cause challenges for these children. Implications for policy and practice are discussed.
[Copyright © 2017 TACTYC.]

This article draws insight from a narrative inquiry to examine the complexities of educating immigrant students with disabilities in which language, culture, and disability collide. Issues related to language-in-education policy, teacher preparation, and the proportion and identification of culturally and linguistically diverse students were primarily reviewed within multicultural and multilingual education conceptual frameworks in English speaking countries between English speaking teachers and non-English speaking students. Little is known about potentially more complicated situations such as those in which teachers and students have a shared ethnicity and dialects with different levels of proficiency. This article thus attempts to illustrate and map the complexity based on the insight from a narrative inquiry situated in an inclusive school setting of Hong Kong. Multiple sources of data were included for a thorough understanding of and analyses on the place, temporality, and sociality within the narrative inquiry framework. Data were drawn from interviews, classroom observations, teacher diaries, school data, and student input. Analyses indicated that shared ethnicity and languages could complicate rather than simplify the teaching and learning contexts. The lived experiences of the special educator demonstrated and contextualised the complex issues of educating CLD children with ADHD of shared ethnicity in multilingual environments. Findings of this inquiry added an important dimension to immigrant and multicultural special education studies and concluded that current inquiry paradigm should be expanded to include shared ethnicity and different proficiency in shared dialects/languages.

The integration of children with disabilities in mainstream early childhood settings is a common practice in many developed and developing countries world-wide. A number of key points have been raised concerning such integration, including the increased attention to civil education about the rights of persons with disabilities, training for teachers, and close communication between the government and the mainstream schools. This paper presents a qualitative study of these critical issues in the context of integrated early childhood centres in Hong Kong. These centres operate under an integration policy inherited from the British colonial period. This policy lies within the larger philosophical context of Confucianism with its commitment to excellence, which makes for an intensely competitive schooling environment. Thus, the story presented in this paper is a collection of multiple perspectives of parents with and without children with disabilities, teachers, and school principals on the topic of integration. Looking at the bigger picture, we argue that rather than simply inheriting a policy that is prone to bureaucratic machinations, the policy must be adopted and owned within the local settings if it is to work properly. The implications of this study resonate with integrated education in settings that may be very different from the ones described herein.
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http://dx.doi.org/10.1080/00131911.2013.780007]

Purpose: To investigate the relevance of education training to occupational therapists and physiotherapists (therapists) in their delivery of rehabilitation services in early child educational settings in Hong Kong.
Method: A qualitative study was carried out on seven therapists who were completing their educational studies at postgraduate level and six informed-consenting classroom educators, each of whom had worked with one of the therapists. A mainly open-ended questionnaire for collecting initial data was administered on the therapists, who were also requested to elaborate further on their responses. Concurrently, individual, audiotaped semi-structured interviews were held with the educators. The data were inductively analysed through categorical coding and themes derived separately for each group, with the authors reaching consensus in organizing the identified themes.
Results: The 100% response from the therapists revealed that they had acquired more confidence with increasing knowledge of educationally-relevant issues and applied them in collaborative practice with educators. Their current programmes extended beyond unidisciplinary paediatric habilitation. The educators' interview transcripts supported these findings. Some ways of applying knowledge and delivering educationally-relevant therapy were discussed.
Conclusions: Incorporation of education-training as continuing education for therapists employed in childhood educational settings is important for maximizing quality paediatric rehabilitation in these settings.
[Copyright of Disability and Rehabilitation is the property of Informa Healthcare . Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0963828031000090407]