This paper aims to review the provision of special education and the need of Integration/ Inclusive Education [I/IE] in the Hong Kong context. The paper begins with the definition of relevant terms and follows it with a brief review of the existing provision of the segregated schooling in Hong Kong. Some preliminary comments on the "Pilot Project on Integration of Children with Special Needs in Ordinary Schools" and experiences from overseas on implementing Integration/ Inclusive Education will be given at the end of the paper.
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The Hong Kong government introduced a scheme to include students with disabilities into mainstream schools in 1997. This can be seen as the beginning of the "inclusion movement". The main problems of inclusion are its "one size fits all" philosophy and the belief that "the least restrictive environment" is exclusively the regular classroom. There are four major obstacles to implementing full inclusion in Hong Kong. (1) The existing teacher to student ratio is already unacceptably high. Putting disabled students into regular classrooms without decreasing the class size will burn-out teachers, without any obvious benefit to the disabled students. (2) Most teachers do not have any training to deal with disabled students. Without a qualified teacher, disabled students are unlikely to be receiving high-quality educational services. (3) Disabled students are put into classes with lower academic performance, a practice which presently compromises the learning potential of all students involved. (4) Hong Kong teachers in general education have inadequate experience in collaborating with other professionals so that providing teacher assistants to deal with special needs students may not be as helpful as it appears. In summary, full inclusion may not be the only answer. It should be recognised that disabled students have their own special needs which the regular classrooms may not be able to meet.
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This paper aims at identifying the use, benefits and challenges of integrating Minecraft in teaching students with autism. Classroom observations, students-created manifests and interviews were conducted in two Chinese-speaking special schools in Hong Kong. It is concluded that Minecraft does have positive impact on how children with ASD learn. Students were more engaged in class, showed improved collaboration and communications skills, developed deeper relationship with their classmates and the teachers, and were more motivated to learn. Some potential challenges and concerns are discussed. Copyright © 2018 The Hong Kong Jockey Club.

The Self-Report Family Inventory (SFI) is a 36-item scale developed by Beavers, Hampson, and Hulgus (1990) to assess competent and dysfunctional family functioning. While the SFI is widely tested in the areas of counselling psychology and clinical psychology, considerably less effort has been allocated to examine its psychometrics in educational settings. By using both exploratory and confirmatory factor analyses (EFA and CFA) based on previous research, this study aimed to validate the Chinese version of SFI (C-SFI, Shek, 1998) with a sample of Hong Kong secondary students with special educational needs (SEN). The key purpose was to provide a useful tool to assess family functioning of this vulnerable population of students to inform practice improvement to cater for their needs. Consistent with Shek’s studies in typically developed students, the results of EFA showed a two-factor pattern. CFA results provided further evidence showing the best model fit indices were for the two-factor solution (i.e., family health and family pathology) compared with other competing models. This study also developed a short form (8 items instead of 36) of the C-SFI, which would be regarded as a parsimonious screening tool for researchers and practitioners to test family functioning of SEN students.家庭自我報告量表 (SFI) 是由 Beavers, Hamson, 及 Hulgus 在 1990 年編製的評估家庭功能狀況的量表。雖然該量表被廣泛應用於輔導心理學和臨床心理學，然而在教育領域的應用卻鮮有報導。本研究在已有研究的基礎上，通過探索性因素分析和驗證性因素分析評估中文版 SFI (C-SFI, Shek, 1998) 在香港有特殊學習需要中學生群體中的信度和效度。研究的主要目的是為有特殊教育需要學生這一弱勢群體提供一個有用的家庭功能評估工具。並在了解他們家庭功能的基礎上，為改進幫扶這一特殊需要群體的實踐提供指導作用。探索性因素分析結果生成兩個因素，這與已有的在香港普通學生中的研究結果一致。驗證性因素分析進一步提供了兩因素模型相關的擬合指數。本研究在原中文問卷的基礎上(36 條題項)，發展了一個簡化版 SF-C-SFI(8 條題項)。簡化版的兩因素與原版對應的兩因素之間的相關係數較高，達到 r=.92 以及 r=.94。 本研究初步為研究者和實踐者提供一個簡化版的篩查工具，用以評估殘疾學生的家庭功能。 Copyright © 2017 The Special Education Society of Hong Kong Ltd.

香港教育大學中國語言學系提供的「照顧小學生中文的學習差異專業進修證書」課程，通過理論介紹與行動研究，幫助在職老師進一步了解、掌握、推動小學中文課室內融合教育，改善教學方法，提升教學質量，照顧學生不同需求，讓不同層次的學生在學習上都能有所提升，從而更好地在學校推行融合教育。此課程是一個雙向的課程，學員們不但能從課程中學到最新的理論，也可以從各自的學校的實戰當中相互分享先進實用的經驗。本文將列舉本課程中和學員一道進行的一部分行動研究，並闡述一些學校在融合教育當中對於協助具有特殊教育需要的同學在小學中國語文方面的中國語文校本課程計劃、照顧個別差異的課程評估，以及提升學生在閱讀教學中的興趣和投入感等方面的實戰經驗，使學界能對香港小學課室內中文科目融合教育有進一步的了解。The Department of Chinese Language Studies of The Education University of Hong Kong offers a “Certificate in Professional Development Programme on Catering for Student Diversity in Learning Chinese in Primary Schools” course. Through theoretical introduction and action research, the in-service teachers can better understand, master and promote their classroom integration in primary school Chinese classes and improve their teaching methods. The quality of teaching takes care of students' different needs and enables students of different levels to improve their learning so as to better integrate education in schools. This course is a two-way course, not only the in-service teachers can learn the latest theory from the course, but also share their advanced and practical experiences. This article will describe some of the action studies conducted in conjunction with the students in this course, and explain some of the schools' Chinese language school-based curriculum plans for assisting students with Special Educational Needs in elementary school Chinese language in integrated education. The practical experience of taking care of individual differences in curriculum assessments and enhancing students' interest in and interest in reading has enabled the academic community to have a better understanding of the integration of Chinese subjects in Hong Kong’s primary school classrooms. Copyright © 2017 特殊教育學會有限公司.

A hierarchy of inclusive teaching tasks by associated level of teacher efficacy is derived from a group of primary and secondary school teachers in Hong Kong using a Rasch rating scale model on 536 in-service teachers attending a professional development course. Findings show collaboration tasks represented the highest teacher efficacy in primary and secondary teachers. Managing behavior represented the lowest level of teacher efficacy but slightly more in primary than in secondary school. Hence, future training regarding inclusive practices should be specific to the school level, with a strong focus on collaborations between school, parents, and the community. Copyright © 2018 Elsevier Ltd. All rights reserved.

Objectives: The present study aimed to conduct a comprehensive study examining stigma towards mainstream students with Autism Spectrum Disorder (ASD) in local pre-service teachers. The study assessed the contributory role of both illness-related predictors (knowledge of ASD and threatening illness perceptions) and personal prosocial traits (the need for closure (NFC), compassion, psychological inflexibility) in stigma formation. Research effort has also been paid to investigate how stigma affected emotional and behavioural consequences in this particular context. Methods: 133 education-majoring local students (mean age = 20.89, 81.2% female) responded to the study by completing a questionnaire, which consisted of a battery of psychological scales measuring different constructs. Results: All five predictors and three consequences were found significantly correlated to stigma. Compassion and psychological inflexibility demonstrated an extra explanatory power on stigma formation after controlling the effect of the two illness-related predictors. A partial mediating effect of negative affect was also observed between stigma and punitive intention. Conclusion: Personal traits exert an influence on stigma formation, further examination of relevant interventions and meditations deserve future research effort. The partial mediating effect of negative affect provides an insight to help understand the mechanism from stigma to teaching-related behaviours. All rights reserved.

Background Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that being stigmatized by the frontline educators. However, research targeting on the preservice teachers is scarce. Guided by the common sense model, a psychoeducation training about ASD was developed to understand pre-service teachers' attitude and to address the myths with comprehensive information.Methods A total of 233 undergraduate students studying educational programs completed a pre-test questionnaire, psychoeducation training, and a post-test regarding ASD. Among them, 216 participants completed a one-month follow-up measure. The hypotheses were tested using bivariate correlations and repeated measure t-test.Results The results of the bivariate correlations between the perceived chronicity and consequence of the course of ASD were positively associated with stigma and preferred social distance. By using the paired-sample t-test, the results suggested that participation in psychoeducation training could help to increase pre-service teachers' knowledge and reduce their stigmatizing attitudes towards individuals with ASD. A shorter preferred social distance and more acceptance level were significantly associated with improved knowledge at the post-test. The results of improved knowledge and decreased stigma were also observed one month after the psychoeducation training.Conclusion Theoretically, the present study indicates that the common sense model contributed to a deeper understanding of the attribute of the negative attitudes towards people with ASD. Practically, the effectiveness of the psychoeducation training on improving knowledge might provide some insights for the future development of knowledge-based interventions that mitigating the stigma associated with ASD. The findings could also guide the design of the teacher-training programs on special education to better prepare the pre-service teachers on their teaching professions. All rights reserved.

Teachers' self-efficacy is a critical predictor for successful inclusive physical education. However, little is known about preservice physical educators' self-efficacy toward teaching students with autism spectrum disorders in China. A sound instrument is necessary to measure their self-efficacy level. This validation study examined the psychometric properties of the Chinese version of the Physical Educators' Self-Efficacy Toward Including Students with Disabilities--Autism. A multisection survey form was administered to preservice physical educators in Mainland China (n = 205) and Hong Kong (n = 227). The results of confirmatory factor analysis confirmed the one-factor model of the scale in the total sample and each of the two samples. Invariance tests across the two samples supported configural and metric invariance but not scalar invariance. The scale scores showed good internal reliability and were correlated with theoretically relevant constructs (i.e., burnout and life satisfaction) in the total sample and subsamples. These findings generally support the utility of the scale for use among Chinese preservice physical educators.
[Copyright of Adapted Physical Activity Quarterly is the property of Human Kinetics, Inc..]

Students with special educational needs (SEN) are at an elevated risk of psychological and behavioural dysfunctions. In this study, we conducted a survey of parents of students with SEN in Hong Kong to examine the impact of two school practices – learning support and school climate – on the psychological and behavioural functioning (PBF) of students with SEN. We also examined the mediating effects of social participation and academic engagement. Questionnaires were distributed to 586 parents in 139 primary schools. The results of structural equation modelling (SEM) analysis show that perceived school climate has a direct effect on perceived PBF, while perceived learning support does not. Perceived learning support has two indirect effects on perceived PBF, with perceived academic engagement or social participation as a mediator. The findings have implications for the effective use of educational resources to support the inclusive education of students with SEN.
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