今日的學童常在多元的學校環境中學習。如同世界其他各地，香港亦有各不同程度學習困難的兒童，逐漸融入主流學校的大趨勢。一般教育工作者因而增加了這方面的覺醒與需求，來滿足每一名不論是否殘障或具獨有特質學生的教育目標。本文敘述相關概念、理論、與有效策略來達成融合教育的最大成效。 Children in today's school are learning in a diverse environment. There has been a steady trend of inclusive education for students at various level of learning abilities and/or difficulties. General education practitioners are increasing their awareness of the requirements to fulfill individualized conditions and needs of each unique learner, whether disabled or nondisabled. This article will share information regarding major concepts, theories, and promising practices that can be implemented for better success of inclusive education for all students and school personnel.
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Schools in Hong Kong are concerned about the growing enrolments of students with special educational needs (SEN) and how these students could be included in school guidance. This study examines teachers' narratives of the inclusivity of school guidance. The study was qualitative, being a case study of a Hong Kong secondary school. School documents were collected for textual analysis and semi-structured interviews with 13 teachers were conducted, including nine guidance teachers and four other teachers who worked closely with these guidance teachers. Four dimensions for the inclusivity of school guidance were identified: the development of inclusive practices of guidance, the adoption of a proactive approach, the promotion of inclusive discipline, and the clear definition of the partnership between school guidance and professional organization offering specialised services for students with SEN. The study provides insights into contextual influences of Hong Kong education on school guidance and the development of an inclusive approach to guidance.
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http://dx.doi.org/10.1080/03069885.2011.646950]

This paper describes the development of an improved scale for measuring sentiments, attitudes and concerns about inclusive education in pre-service teachers based on an examination of data gathered from 996 pre-service teachers from five tertiary institutions using a modified version of the Interactions with People with Disabilities scale (Forlin, Jobling & Carroll, 2001; Gething, 1991, 1994), the Concerns about Inclusive Education Scale (Sharma & Desai, 2002), and the Attitudes Toward Inclusive Education Scale (Wilczenski, 1992, 1995). Based on the results of principal component analyses, conceptual judgments made by the research team, and a critique of content and format from an "expert group", a new scale, the Sentiments, Attitudes and Concerns about Inclusive Education scale (SACIE), is developed. The rationale behind the development of the scale is discussed.
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Since the early 1990s, the pace of educational reform in Hong Kong has accelerated and broadened to incorporate almost all areas of schooling. The reforms introduced during this period can be subsumed under what has generally been labelled the quality movement. In this paper, we review and comment on a number of policy reform initiatives in the four areas of "Quality Education," English Language Benchmarking, Initial Teacher Training and the Integration of Pupils with Special Needs into Ordinary Classrooms. Following a brief description of each policy initiative, the reforms are discussed in terms of their consistency, coherence and cultural fit.
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This article reports findings from a qualitative interview study that examined the provision of integrated kindergarten education for children with disabilities from the perspectives of general education teachers implementing integrated kindergarten programs. Analysis of interviews with eight informants led to the identification of two broad generalizations: the interviewed teachers emphasized teaching academics to children without disabilities, but they focused on social development at the exclusion of academic instruction for children with disabilities; and, according to the teachers, instruction was academic and skill-oriented in the integrated kindergarten programs. Research procedures are described and data supporting the findings are presented. Ways to improve program quality are discussed in terms of three major components: the Hong Kong government should include early childhood education within the compulsory education system, and enforce the formally recommended approach of developmental appropriateness; teacher education institutions should prepare prospective teachers to work in school settings where program goals may be contradictory with the ideology of inclusion; and educational researchers should monitor program quality in integrated childcare centers by conducting further research.
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http://dx.doi.org/10.1080/03004430600563430]