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Article: Perception of educators and parents of students with disabilities concerning the special education process in Hong Kong

TitlePerception of educators and parents of students with disabilities concerning the special education process in Hong Kong
特殊學習需要學生的教師及其家長對香港融合教育過程的認知研究
Authors
KeywordsParent involvement
Special education
Disability
Hong Kong
Inclusive education
Issue Date2013
PublisherCentre for Advancement in Inclusive and Special Education, Faculty of Education, The University of Hong Kong. The Journal's web site is located at http://vcvc1.wix.com/caise-review
Citation
CAISE Review, 2013, v. 1 How to Cite?
AbstractPolicy to promote inclusive education has been in place in Hong Kong for over a decade. Through adopting the Whole School Approach, schools are expected to cater to the individual needs of students with disabilities in a comprehensive manner. This study used a focus group to explore the views of parents of children with disabilities and of educators with regard to the special education process in place in local schools. Results suggested that both parents and educators feel that the current practices of educational support for students with disabilities are not well implemented. A majority of the parents are confused by the special education process and feel that many educators are not prepared professionally or attitudinally to work with their children. Furthermore, educators reported that the limited resources allocated to schools prevent them from providing individualised services to students who are in need. The participants offered recommendations for practitioners and policy makers.
Persistent Identifierhttp://hdl.handle.net/10722/187552
ISSN

 

DC FieldValueLanguage
dc.contributor.authorLo, Len_US
dc.contributor.authorYeung, PPSen_US
dc.contributor.authorYuen, MTen_US
dc.date.accessioned2013-08-21T07:03:37Z-
dc.date.available2013-08-21T07:03:37Z-
dc.date.issued2013en_US
dc.identifier.citationCAISE Review, 2013, v. 1en_US
dc.identifier.issn2305-1930-
dc.identifier.urihttp://hdl.handle.net/10722/187552-
dc.description.abstractPolicy to promote inclusive education has been in place in Hong Kong for over a decade. Through adopting the Whole School Approach, schools are expected to cater to the individual needs of students with disabilities in a comprehensive manner. This study used a focus group to explore the views of parents of children with disabilities and of educators with regard to the special education process in place in local schools. Results suggested that both parents and educators feel that the current practices of educational support for students with disabilities are not well implemented. A majority of the parents are confused by the special education process and feel that many educators are not prepared professionally or attitudinally to work with their children. Furthermore, educators reported that the limited resources allocated to schools prevent them from providing individualised services to students who are in need. The participants offered recommendations for practitioners and policy makers.-
dc.languageengen_US
dc.publisherCentre for Advancement in Inclusive and Special Education, Faculty of Education, The University of Hong Kong. The Journal's web site is located at http://vcvc1.wix.com/caise-review-
dc.relation.ispartofCAISE Reviewen_US
dc.subjectParent involvement-
dc.subjectSpecial education-
dc.subjectDisability-
dc.subjectHong Kong-
dc.subjectInclusive education-
dc.titlePerception of educators and parents of students with disabilities concerning the special education process in Hong Kongen_US
dc.title特殊學習需要學生的教師及其家長對香港融合教育過程的認知研究-
dc.typeArticleen_US
dc.identifier.emailYeung, PPS: patcyy@hkucc.hku.hken_US
dc.identifier.emailYuen, MT: mtyuen@hku.hken_US
dc.identifier.authorityYeung, PPS=rp00641en_US
dc.identifier.authorityYuen, MT=rp00984en_US
dc.description.naturelink_to_OA_fulltext-
dc.identifier.doi10.12796/caise-review.2013V1.004-
dc.identifier.hkuros217903en_US
dc.identifier.volume1-
dc.publisher.placeHong Kong-

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