In English-medium instruction (EMI), English-as-a-second-language students will learn all/some subjects through English. Although there are a considerable number of studies which explore classroom interaction in Hong Kong (HK) secondary EMI schools, few studies have investigated EMI lessons which involve South Asian ethnic minorised students. These students share different linguistic and cultural backgrounds and they may not share a common first language with the teacher and other classmates. This study conducts a multimodal conversation analysis of science and mathematics lessons at a HK EMI secondary school, triangulated with interview data, in order to explore how the EMI teacher mobilises various resources to make discipline-specific knowledge accessible and cater for the different needs of all students in the classroom. This study argues that the process of enacting inclusive practices is a process of translanguaging which requires the EMI teacher to mobilise various available multilingual and semiotic resources and draw on what students know collectively for transcending cultural boundaries from the students' everyday culture to cultures of school science and mathematics. Copyright ©2021 Springer.

This article describes the evolution of inclusive education in Hong Kong, moving from segregation via integration to inclusion. The outside influence of education policies and trends from Britain, Australia, and the United States are identified, and the current situation is described. In particular, obstacles that are encountered on the route to inclusion are compared with those found in other countries. These obstacles include large class size, teachers’ often negative attitudes, parents’ expectations, teachers’ lack of expertise for adapting the curriculum and for providing differentiated teaching, and ongoing conflicts between the notion of ‘inclusive schooling for all’ and the ‘academic standards agenda’. Copyright © 2021 Cambridge University Press.

Little research has been conducted to gain deeper understandings of policy change of piloting special educational need coordinators (SENCO) in a Chinese education community. In response to the change in policy towards regularisation of the SENCO, we examined a trajectory of policymaking for SEN support in Hong Kong's integrated education. Critical discourse analysis as a discursive method of analysing the local SEN practices in relation to the international policy development was adopted. The key questions are: What is the difference between this Chinese integrated education and international policy development for inclusion? What effects of the pilot SENCO have emerged in the policy and media texts in the Chinese integrated education? What recommendations can be derived to inform the regularisation of SENCOs in ordinary public schools? The findings shed light on the conceptual discrepancy between integrated and inclusive education in the policymaking. The economic considerations and administration accountability of the pilot SENCO affected the regularisation. As reflected in this Chinese integrated education, we also discuss the implications of changing the SENCO policy for quality SEN support in schools. Copyright ©Routledge.

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.]

"雲計算"甫自推出便被認定為︰面向所有普通用戶的計算系統。進入2010年，"雲計算"迅速普及，帶給社會的是訊息資源獲得的便利性及使用率的提高；而為支持者稱道的是其開放性和互動性。"雲計算"與"雲儲存"在工商界、在公共服務領域、在教育界的應用與探索備受多國關注，認為這是一項足以改變未來世界的重大科技發明。本文嘗從"雲計算"對特殊學習需要學童的學程經營的啟示，簡述一所特殊學校將生本學程經營平台轉移至"雲平台"上經營；讓教師、家長、及不同的專業工作者，透過即時、互動的網上協作活動，分享訊息並共參與建構生本的學與教流程。就這實踐經驗，筆者倡議為保障融合生在融入主流教育系統時的學習質素，可考慮為每一名特殊教育學習需要學生建立一個跨專業、跨家校、及跨教育系統的"融合雲"。 When 'Cloud Computing' was first introduced, it was regarded as a computing system for all users. Entering 2010,'Cloud Computing' was widely used and seen as an elevated tool of convenience and utilization to obtain information resources; while from the supporters' perspective, the benefit is the openness and interaction that it brings to the users. Many countries are attracted to both 'Cloud Computing' and 'Cloud Storage'. They thought that this technological innovation will bring huge changes in the future in the aspects of its application and discovery in both the industrial and commercial sectors, public services and education sector. This articles aims to summarize the transformation of traditional 'Student-based' learning platform into 'Cloud Platform' being inspired by 'Cloud Computing' that impacted on the learning process of students with special educational needs. And how the new platform enables teachers, parents and various professional workers to share information and participate in establishing the student-based flow of 'learning and teaching' as well as collaborative activities through instantaneous interactive web-based activities. The information sharing will bring about mutual participation and construction of teaching and learning activities. Based upon the practical experiences, the author suggests that in order to safeguard the quality of education services for integrated students in the mainstream education system, an 'Inclusive Cloud' comprising of interdisciplinary professionals, interactive home-school and educational systems should be constructed for every student with special educational needs.
[Copyright

This paper looks at the evolving trend of government influence on schools and education across the world, and asks what is happening in Hong Kong in both mainstream and special education. Recent evidence would suggest that in many countries governments are starting to question the efficacy of current policies and practices. The challenge is for the Hong Kong government to reduce its quasi influence, and for teachers to begin to self-examine the efficacy of their teaching practices in terms of meeting the needs of each and every student in their classroom. There appears to be a conflict of interest between the needs of the state and the needs of the classroom. If teachers were to be given more responsib1ility for the learning progress of each student, rather than simply the overall progress of groups of students, current pedagogical practices would require a major paradigm shift. 本文就全球不斷進展的趨勢,檢視各國政府政策對學校及教育的影響,並探討香港主流教育與特殊教育的現況。最新資料顯示,不少國家的政府已開始懐疑現行政策及實踐的成效,香港政府要面對的挑戰,是如何減少它在形式上的影響及如何令老師開始自我審視在處理個別學生需要教學方法的效益。事實上,國家所認同的需要與課堂裹所期望的需要,像各有分歧。作者指出,如果老師要為每一個學生學習進展負責而不是為一群學生的整體進步為目標,則現行的教學實踐需經歷一次重大的範式轉移。
[Copyright of Hong Kong Journal of Special Education is the property of Special Education Society of Hong Kong Ltd.. Full article may be available at the publisher's website:
https://sites.google.com/a/seshk.org.hk/seshk-org-hk/c_publication]

Based on Lev Vygotsky's social constructivism theory, this study examined the perceptions of Hong Kong physical education (PE) teachers regarding the inclusion of students with disabilities in general PE programmes. Eight secondary PE teachers (female = 5, male = 3) were recruited for individual semi-structured interviews. Data gathered from the interviews were audio-recorded and transcribed. Interview transcripts were analysed and presented as descriptive summaries, as well as underwent content analysis. Three themes emerged based on the content analysis of the teachers' interview data: (1) favourable, but with concerns, (2) hope to be professional, and (3) lack of connection. Results indicated that the teachers acknowledged the benefits of inclusion in PE; however, the teachers also expressed concern regarding the instructional and environmental barriers to the inclusion of students with disabilities in general PE programmes. The findings demonstrated the need for highly frequent and efficient communication, involvement, and collaboration among stakeholders involved in inclusive PE.

Social diversity is now commonplace in many communities in today's globalised world. This diversity can be seen in any classroom of learners, and international studies have shown the complex ways in which disabilities, race, ethnicity, gender and social class can determine a child's opportunity to succeed or fail in the education system. In Hong Kong, like in many educational contexts around the world, teachers are grappling with increasing diversity amongst their students, including teaching students with special educational needs (SEN) and non-Chinese speaking students (NCS) living in Hong Kong. This paper examines how three primary TEFL (Teaching English as a Foreign Language) teachers are constructing identities as inclusive practitioners as they grapple with enacting the inclusive education policy recently introduced into Hong Kong schools. The data are drawn from a small-scale collaborative reflective inquiry for teacher professional development. Drawing upon a sociocultural and critical framing of identity theory, we trace the three teachers' identity construction as EFL teachers and inclusive education practitioners. We view the role of discourse, self-positioning and social context as key processes in teacher identity formation. Implications for furthering the development of inclusive education in EFL classrooms are offered.

Social, emotional, and behavioural disorders of children, within the context of a whole-school approach to inclusion as adopted by Hong Kong, can be challenging for teachers and parents. Based on a comprehensive review of the literature and feedback from a range of experts and parent groups in Hong Kong, specific scales were developed to measure four behavioural traits identified in local school-aged children and the impact these have on their teachers and parents. Completed surveys were obtained from 914 members of school staff and 573 parents of school-aged children. This research, carried out by Chris Forlin and Paul Cooper of the Hong Kong Institute of Education, led to the identification of substantial levels of student behavioural problems in relation to educational engagement, motivation, co-operativeness and oppositionality. Evidence of emotional burden from these problems was also identified on parents and teachers. Discussion focuses on areas of potential stress in the school situation and possible points of influence in the home.
[Copyright © Wiley-Blackwell Publishing Ltd.].

This study examines changes in attitudes, teaching efficacy, and concerns about inclusive education in a sample of 2361 teachers in Hong Kong who took a professional learning course about inclusive education. Participants completed a questionnaire seeking demographic information and their perceptions about these three aspects of inclusive education both before and after their course. Items were selected from the Sentiments, Attitudes, and Concerns about Inclusive Education Scale Revised and Teacher Efficacy for Inclusive Practices scales that were of relevance to the objectives of this study. The results indicate that in all three areas of acceptance, teaching efficacy, and concerns about inclusive education, positive improvements were made as a result of training, although generally this improvement was strongest in areas that teachers felt were under their direct control. The small amount of change in areas that teachers felt were not under their control may indicate that whatever change initiatives are put in place, they need to be holistic and systemic.
[Copyright of Asia-Pacific Journal of Teacher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/1359866X.2014.906564]