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Article: Competing philosophies in the classroom: A challenge to Hong Kong teachers

TitleCompeting philosophies in the classroom: A challenge to Hong Kong teachers
Authors
Issue Date2004
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13603116.asp
Citation
International Journal Of Inclusive Education, 2004, v. 8 n. 3, p. 261-279 How to Cite?
AbstractThe present paper examines the experiences of teachers in teaching children with special needs in mainstream schools and how they see and evaluate the feasibility of the new integration initiatives in Hong Kong. The data are based on individual and focus group interviews with general class teachers, resource class teachers and principals of mainstream schools admitting students with special needs. Teachers reported difficulties and problems in maintaining classroom discipline and ambivalence in meeting the competing demands between students with and without special needs. The structural constraints of implementing a rigidly defined curriculum and being accountable for good academic results regardless of student competence pose formidable obstacles in achieving the goals of integrated education. There is a conflict at the systemic level between the philosophy of academic excellence defined by grades on the one hand and the philosophy of equality and inclusion on the other. Improving parent participation, having an ample supply of funds, the provision of necessary equipment and facilities, the availability of pre- and in-service training to teachers, and additional manpower in counselling are the most urgently needed resources in facilitating teachers to engage in teaching students with special needs alongside others.
Persistent Identifierhttp://hdl.handle.net/10722/81996
ISSN
2015 Impact Factor: 0.696
2015 SCImago Journal Rankings: 0.666
References

 

DC FieldValueLanguage
dc.contributor.authorWong, DKPen_HK
dc.contributor.authorPearson, Ven_HK
dc.contributor.authorLo, EMKen_HK
dc.date.accessioned2010-09-06T08:24:21Z-
dc.date.available2010-09-06T08:24:21Z-
dc.date.issued2004en_HK
dc.identifier.citationInternational Journal Of Inclusive Education, 2004, v. 8 n. 3, p. 261-279en_HK
dc.identifier.issn1360-3116en_HK
dc.identifier.urihttp://hdl.handle.net/10722/81996-
dc.description.abstractThe present paper examines the experiences of teachers in teaching children with special needs in mainstream schools and how they see and evaluate the feasibility of the new integration initiatives in Hong Kong. The data are based on individual and focus group interviews with general class teachers, resource class teachers and principals of mainstream schools admitting students with special needs. Teachers reported difficulties and problems in maintaining classroom discipline and ambivalence in meeting the competing demands between students with and without special needs. The structural constraints of implementing a rigidly defined curriculum and being accountable for good academic results regardless of student competence pose formidable obstacles in achieving the goals of integrated education. There is a conflict at the systemic level between the philosophy of academic excellence defined by grades on the one hand and the philosophy of equality and inclusion on the other. Improving parent participation, having an ample supply of funds, the provision of necessary equipment and facilities, the availability of pre- and in-service training to teachers, and additional manpower in counselling are the most urgently needed resources in facilitating teachers to engage in teaching students with special needs alongside others.en_HK
dc.languageengen_HK
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13603116.aspen_HK
dc.relation.ispartofInternational Journal of Inclusive Educationen_HK
dc.titleCompeting philosophies in the classroom: A challenge to Hong Kong teachersen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1360-3116&volume=8&spage=261&epage=280&date=2004&atitle=Competing+philosophies+in+the+classroom:+a+challenge+to+Hong+Kong+teachersen_HK
dc.identifier.emailWong, DKP: donnawkp@hkucc.hku.hken_HK
dc.identifier.authorityWong, DKP=rp00592en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/13603110320000160599en_HK
dc.identifier.scopuseid_2-s2.0-33847741977en_HK
dc.identifier.hkuros94449en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-33847741977&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume8en_HK
dc.identifier.issue3en_HK
dc.identifier.spage261en_HK
dc.identifier.epage279en_HK
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridWong, DKP=15747986500en_HK
dc.identifier.scopusauthoridPearson, V=7005541425en_HK
dc.identifier.scopusauthoridLo, EMK=36879403400en_HK

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