File Download
  Links for fulltext
     (May Require Subscription)
  • Find via Find It@HKUL
Supplementary

Article: Inclusive education in an international school: A case study from Hong Kong

TitleInclusive education in an international school: A case study from Hong Kong
Authors
KeywordsCase Studies
Inclusion
International Schools
Foreign Countries
Secondary Schools
Issue Date2015
PublisherInternational Journal of Special Education. The Journal's web site is located at http://www.internationaljournalofspecialed.com/index.php
Citation
International Journal of Special Education, 2015, v. 30 n. 3, p. 86-97 How to Cite?
AbstractThis case study provides an overview of current policy, practices and problems concerning inclusion in one international secondary school in Hong Kong. A total of 13 interviews were conducted with the school management team, teachers, students and parents, supplemented by 12 classroom observations and two 'student-shadowing' exercises. Findings suggest that the school has been reasonably successful in raising teachers' awareness of inclusive education principles, creating a whole-school culture of inclusiveness, and forming a partnership with parents. However, the commitment of individual teachers to implementation of inclusive practices in their own classrooms varies. Some teachers are not adaptive enough in their teaching approach, and have difficulties differentiating instruction and learning activities. Improvements are also needed in the way that teachers work with their education assistants (classroom aides). Implications for improvement are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/229569
ISSN
2015 SCImago Journal Rankings: 0.238

 

DC FieldValueLanguage
dc.contributor.authorChan, T-
dc.contributor.authorYuen, MT-
dc.date.accessioned2016-08-23T14:11:56Z-
dc.date.available2016-08-23T14:11:56Z-
dc.date.issued2015-
dc.identifier.citationInternational Journal of Special Education, 2015, v. 30 n. 3, p. 86-97-
dc.identifier.issn0827-3383-
dc.identifier.urihttp://hdl.handle.net/10722/229569-
dc.description.abstractThis case study provides an overview of current policy, practices and problems concerning inclusion in one international secondary school in Hong Kong. A total of 13 interviews were conducted with the school management team, teachers, students and parents, supplemented by 12 classroom observations and two 'student-shadowing' exercises. Findings suggest that the school has been reasonably successful in raising teachers' awareness of inclusive education principles, creating a whole-school culture of inclusiveness, and forming a partnership with parents. However, the commitment of individual teachers to implementation of inclusive practices in their own classrooms varies. Some teachers are not adaptive enough in their teaching approach, and have difficulties differentiating instruction and learning activities. Improvements are also needed in the way that teachers work with their education assistants (classroom aides). Implications for improvement are discussed.-
dc.languageeng-
dc.publisherInternational Journal of Special Education. The Journal's web site is located at http://www.internationaljournalofspecialed.com/index.php-
dc.relation.ispartofInternational Journal of Special Education-
dc.subjectCase Studies-
dc.subjectInclusion-
dc.subjectInternational Schools-
dc.subjectForeign Countries-
dc.subjectSecondary Schools-
dc.titleInclusive education in an international school: A case study from Hong Kong-
dc.typeArticle-
dc.identifier.emailYuen, MT: mtyuen@hku.hk-
dc.identifier.authorityYuen, MT=rp00984-
dc.description.naturelink_to_OA_fulltext-
dc.identifier.hkuros261244-
dc.identifier.volume30-
dc.identifier.issue3-
dc.identifier.spage86-
dc.identifier.epage97-
dc.publisher.placeCanada-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats