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Article: Inclusive education in an international school: A case study from Hong Kong
Title | Inclusive education in an international school: A case study from Hong Kong |
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Authors | |
Keywords | Case Studies Inclusion International Schools Foreign Countries Secondary Schools |
Issue Date | 2015 |
Publisher | International 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? |
Abstract | This 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 Identifier | http://hdl.handle.net/10722/229569 |
ISSN | 2023 Impact Factor: 0.7 2023 SCImago Journal Rankings: 0.141 |
DC Field | Value | Language |
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dc.contributor.author | Chan, T | - |
dc.contributor.author | Yuen, MT | - |
dc.date.accessioned | 2016-08-23T14:11:56Z | - |
dc.date.available | 2016-08-23T14:11:56Z | - |
dc.date.issued | 2015 | - |
dc.identifier.citation | International Journal of Special Education, 2015, v. 30 n. 3, p. 86-97 | - |
dc.identifier.issn | 0827-3383 | - |
dc.identifier.uri | http://hdl.handle.net/10722/229569 | - |
dc.description.abstract | This 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.language | eng | - |
dc.publisher | International Journal of Special Education. The Journal's web site is located at http://www.internationaljournalofspecialed.com/index.php | - |
dc.relation.ispartof | International Journal of Special Education | - |
dc.subject | Case Studies | - |
dc.subject | Inclusion | - |
dc.subject | International Schools | - |
dc.subject | Foreign Countries | - |
dc.subject | Secondary Schools | - |
dc.title | Inclusive education in an international school: A case study from Hong Kong | - |
dc.type | Article | - |
dc.identifier.email | Yuen, MT: mtyuen@hku.hk | - |
dc.identifier.authority | Yuen, MT=rp00984 | - |
dc.description.nature | link_to_OA_fulltext | - |
dc.identifier.hkuros | 261244 | - |
dc.identifier.volume | 30 | - |
dc.identifier.issue | 3 | - |
dc.identifier.spage | 86 | - |
dc.identifier.epage | 97 | - |
dc.publisher.place | Canada | - |
dc.identifier.issnl | 0827-3383 | - |