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Engaging Families: A Case Study of an Elementary Inclusive School in Hong Kong

  • Lusa LoEmail author
  • Kam Keung Lui
  • Tak Wai Leung
Chapter
Part of the Advancing Inclusive and Special Education in the Asia-Pacific book series (AISEAP)

Abstract

As the principle of including all students with diverse needs and providing them with equal opportunities to learn emerged decades ago, inclusive education has become a global movement of education reform in many countries, including Hong Kong (HK). Due to the structure of the educational system in HK, test scores are considered as the main variable to determine a student’s learning ability. Parents are under immense pressure in making sure that their children are making progress in classes and are in need of information about how to assist them. However, support for parents is often limited. This chapter will share how one elementary school in HK has successfully supported students with disabilities and their parents. Teacher, teacher assistant, and parent survey results consistently indicated that the school not only supported their students/children in inclusive classrooms but also ensured that parents were frequently informed of their child’s progress and engaged in the development of their child’s academic career.

Keywords

Inclusive education Elementary school Hong Kong Students with disabilities Family and school partnership 

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Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.University of Massachusetts BostonBostonUSA
  2. 2.San Wui Commercial Society SchoolHong KongChina

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