Abstract
Until 1997, the education system in Hong Kong had very clear separation between special and mainstream education, with almost all students with special educational needs being placed in special schools or special classes. The first step toward inclusive education came in 1997 in the form of a pilot project to increase “integration” of students with disabilities into the mainstream. This chapter provides an overview of the evolution of inclusive education in Hong Kong since that time, under the influence of Chinese traditions and culture, plus its past history as a British colony. Particular attention is given to provision of training for teachers and the implementation of a whole-school approach to inclusion. The authors indicate how local evidence, plus ideas and trends from overseas, have so far shaped (and will continue to shape) legislation, policies, and practices related to inclusion. Problems encountered in implementing inclusive practices in Hong Kong schools are identified.
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Yuen, M. et al. (2022). Inclusive Education in a Chinese Context: A Hong Kong Perspective. In: Beamish, W., Yuen, M. (eds) The Inclusion for Students with Special Educational Needs across the Asia Pacific. Advancing Inclusive and Special Education in the Asia-Pacific. Springer, Singapore. https://doi.org/10.1007/978-981-19-2221-3_5
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