Inclusive Education in an International School: A Case Study from Hong Kong

Autor/inn/en	Chan, Twiggy; Yuen, Mantak
Titel	Inclusive Education in an International School: A Case Study from Hong Kong
Quelle	In: International Journal of Special Education, 30 (2015) 3, S.86-97 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Case Studies; Inclusion; International Schools; Foreign Countries; Secondary Schools; Tutoring; Private Education; Parent Teacher Cooperation; Partnerships in Education; School Aides; Teaching Methods; Mainstreaming; Special Education; Special Needs Students; Individualized Education Programs; Qualitative Research; Semi Structured Interviews; Observation; Hong Kong + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Inklusion; International school; Internationale Schule; Ausland; Sekundarschule; Förderkonzept; Nachhilfeunterricht; Privatunterricht; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Hochschulpartnerschaft; Schulbegleitende Hilfe; Teaching method; Lehrmethode; Unterrichtsmethode; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Individualized education program; Individualisierendes Lernen; Qualitative Forschung; Beobachtung; Hongkong
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. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialed.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01