The international literature reflects the significance of transition services for postschool outcomes of students with disabilities. In 2008, the Hong Kong Government introduced a policy to support students with disabilities, especially those with specific learning difficulties (SLD), to transition to postschool life in inclusive settings. This article focuses on the status of policy implementation in Hong Kong and its link to the higher education participation of students with SLD. Analyses are based on expectations of policymakers for school practices in transition services, parental experiences, and a discussion forum involving postsecondary students with SLD, advocacy groups, and university student affair personnel. Findings reveal a lack of expectation for implementation and school accountability from policymakers, an extremely low participation rate of students with SLD in higher education, a slow development of support systems in higher education, and the significant role played by an advocacy group on moving the higher education support forward in the absence of a policy mandate. By focusing on the close relationship between transition services and postsecondary outcomes, the use of legislation for disability policies to ensure the provision of transition services and the role of self and external advocacy to lobby for such legislation are recommended and discussed.
[Copyright of Australasian Journal of Special Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1017/jse.2013.4]

In this paper the authors employ a case study approach to investigate the transition process for a student with special educational needs from a Hong Kong subsidised primary school into a secondary school. An analysis of transcripts from individual and focus group interviews with the student, his parents, his 4 primary teachers and his 10 secondary teachers, as well as government documents and notes of school observations, indicated that a lack of formal procedures for supporting a student's transition can result in a range of significant difficulties. The discussion focuses on the urgent need to develop strategic guidelines at a systemic level within Hong Kong, with a much greater focus on a collaborative school approach rather than the current overreliance on the parents to lead this process.
[Copyright of Australasian Journal of Special Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1017/jse.2013.8]

A review is provided of recent research literature on the topic of troublesome classroom behaviour, published over the past decade or so with particular reference to research carried out in Australian schools. Nine Australian studies are reviewed, as well as a further seven from the USA, Hong Kong, Jordan, Greece and Malta. Seven of the studies deal with the early years and primary level of schooling, with six studies at the secondary level, and three that span primary and secondary levels of schooling. The following main themes are elucidated: the prevalence of behaviourally troublesome students; time spent managing troublesome behaviour; gender differences; and types of classroom (mis)behaviours, their severity and their frequency, Recent research confirms earlier findings that classroom misbehaviour is of widespread concern to teachers but that the main causes of disruption, while being frequent, are often relatively trivial in nature ('talking out of turn' behaviours in particular). While prevalence rates for troublesome students across classes are variable, boys are consistently identified as being more troublesome than girls.
[Copyright of Australasian Journal of Special Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/10300110701189014]