Most students with disabilities who previously attended segregated special schools are now enrolled in regular schools in Hong Kong. The number of students with disabilities attending regular schools has increased. Hence, teachers are critical in implementing inclusive practices that include students with disabilities. It is essential that these teachers feel supported and prepared to teach students with disabilities for inclusive education to be successful. A qualitative study comprising focus group interviews with 16 in-service primary and secondary school teachers was conducted to identify the perceived challenges they face and their support needs for implementing inclusive practices. Despite the comprehensive legislation and policies and sufficient funding, teachers felt they needed more support in the form of human resources, teaching in classrooms, collaboration, and knowledge about including students with disabilities. This paper discusses the necessity for enhancing professional learning and teachers' understanding of inclusion. Copyright ©2023 Springer.

In this chapter, the journey of a school administrator in initiating a curriculum reform to cater to the diverse special learning needs of students in a working class school in Hong Kong is presented. Poon, a senior teacher for 9 years before being appointed the administrator in charge of academic changes in 2006, provides an insider’s account. Lin, a university professor and Poon’s mentor, provides additional theoretical analyses to conceptualize the importance of the school changes presented for other contexts. Before 2006, HKRSS was a traditional secondary school in Hong Kong where teachers taught a standardized curriculum in isolation from each other, with little understanding of students’ individual learning needs. Today, teachers engage in a process of collaboration and a collective discovery of the importance of differentiated instruction and assessment for all students. Constant sharing and collaboration among teachers regarding curriculum adaptations, pedagogical innovations as well as task and assessment differentiation have formed the new school culture. This new philosophy is the result of a comprehensive restructuring of curriculum, learning materials, instructional practices and assessment methods. This chapter provides an account of this difficult journey, the ups and downs experienced, and the lessons learned in the process.

融合是世界特殊教育的共同發展方向。為確保內地融合小學視障學生接受有質量的教學，本研究以分析美國和中國香港、澳門、臺灣地區融合教育政策及課程經驗為基礎，研製問卷，調查瞭解當前內地融合小學視障學生融合課程發展存在的問題，參考美國視障學生擴展核心課程和內地盲校特殊課程內容，提出內地融合小學視障學生融合課程發展建議，包括課程的針對性、 8 大領域的課程基本內容、課程實施方式以及課程政策建議。All rights reserved.

Background: Students with special educational needs (SEN) often face dehumanization, which negatively impacts their mental health, daily functioning, and educational outcomes. This study seeks to address the research gap in dehumanization literature by examining the prevalence, dynamics, and consequences of self-dehumanization and other-dehumanization among SEN students. Moreover, by utilizing psychological experiments, the study aims to identify potential intervention strategies and make recommendations to minimize the negative psychological consequences derived from the dual model of dehumanization. Methods: This two-phase, mixed-methods study incorporates cross-sectional surveys and quasi-experimental designs. Phase 1 investigates the self-dehumanization of SEN students and other-dehumanization from non-SEN peers, teachers, parents, and the public. Phase 2 involves four experimental studies to evaluate the effectiveness of interventions emphasizing human nature and uniqueness in reducing self-dehumanization and other-dehumanization of SEN students, as well as their associated negative consequences. Discussion: The study fills a research gap by examining dehumanization in SEN students, applying dyadic modeling, and identifying potential solutions to ameliorate dehumanization and its negative consequences. The findings will contribute to the advancement of the dual model of dehumanization, increase public awareness and support for SEN students in inclusive education, and promote changes in school practice and family support. The 24-month study in Hong Kong schools is expected to provide significant insights into inclusive education in school and community settings. Copyright © 2023 The Author(s).

This study examines how well in-service teachers in Hong Kong (N = 1,110) are supported in their efforts to teach in inclusive classrooms. It also examines the psychometric properties of the newly developed Teachers' Perceived Support Needs scale to measure in-service teachers' perceived support needs. Factors that predict teachers' perceived support needs are also identified. The exploratory factor and confirmatory factor analyses revealed two factors: 'support in using inclusive teaching strategies' and 'support in expert guidance'. The results show that the Hong Kong in-service teachers felt under-supported in implementing inclusive education. The experience teaching students with disabilities, level of confidence, level of training, gender and school type emerged as significant predictors of their perceived support needs in inclusive education. Copyright © 2022 Routledge.

Minoritised students with dis/abilities in Hong Kong may face aggregated challenges. As a minoritised student with dis/ability or impairment, they may be doubly marginalised or triply marginalised, as in the case of a female or poor minoritised student with dis/ability or impairment. Little is known, however, about these students or about the underpinning philosophies of existing support. Adopting an intersectionality approach and dis/ability critical race theory (DisCrit), this paper explores the educational provision and existing support measures for minoritised students with dis/abilities and the issues and challenges faced by them. It draws on various policy documents from related government departments and others. The paper presents three theoretical arguments: (1) that dis/ability discourse needs to be more inclusive; (2) that the medical model currently provides limited support for minoritised students with dis/abilities in Hong Kong; and (3) that a social model, rather than the current medical model would provide inclusive support. Copyright © 2022 Routledge.

Purpose: The study evaluated the effectiveness of a training program for social workers to reduce their negative perceptions on children with special education needs (SEN), enhance their self-efficacy for inclusive practice, and promote their competencies in helping these children in Hong Kong. Method: A prospective quasi-experimental design was adopted in the evaluation, with 58 social workers (74% females) joining the program (the intervention group) and 39 (56.4% females) who did not join the program (the control group). Results: Participants of the intervention group showed a significant decrease in negative perceptions towards children with SEN and an increase of self-efficacy for inclusive practice and competencies after participating in the program when compared with the control group. Discussion: The study provides encouraging evidence on the effectiveness of a training program for promoting social workers' self-efficacy and competencies for inclusive practice, which is essential for social work intervention for children with SEN. Copyright © 2022 SAGE Publications.

Unprecedented developments in communication and technology have resulted in numerous opportunities for personal and professional contact. The emerging trend of actual and virtual spaces for professional engagement demands that younger generations be equipped with values and skills that govern their everyday interactions with people from diverse backgrounds. Although determining the role of education in preparing future generations should be straightforward, devising inclusive education and supporting students with diverse educational needs in schools is demanding. This chapter investigates the intersection of inclusive education, soft skills and hard values and situates the discussion in the educational context of Hong Kong. It identifies the issues and challenges of inclusion in Hong Kong’s education system and underscores the lack of focus on soft skills and values in education. It then proposes ways to cultivate soft skills and values among students and teachers to promote inclusive education in the city. In addition, this chapter highlights possible ways that schools can prepare students with special educational needs for a competitive working environment and offer equal learning opportunities for all students. Copyright © 2023 selection and editorial matter, Kerry J. Kennedy, Margarita Pavlova and John Chi-Kin Lee; individual chapters, the contributors.