Integration to Inclusion in Hong Kong: Not an Easy Progression

Autor/in	Westwood, Peter
Titel	Integration to Inclusion in Hong Kong: Not an Easy Progression
Quelle	In: Australasian Journal of Special and Inclusive Education, 45 (2021) 2, S.268-280 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Westwood, Peter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2515-0731
Schlagwörter	Foreign Countries; Inclusion; Educational History; Educational Policy; Barriers; Cultural Differences; Class Size; Teacher Attitudes; Negative Attitudes; Parent Attitudes; Expectation; Teacher Competencies; Individualized Instruction; Academic Standards; Hong Kong; United Kingdom; Australia; United States + Suchen Sie Ihr Suchwort? Ausland; Inklusion; History of education; Bildungsgeschichte; Politics of education; Bildungspolitik; Kultureller Unterschied; Klassengröße; Lehrerverhalten; Negative Fixierung; Elternverhalten; Expectancy; Erwartung; Lehrkunst; Individualisierender Unterricht; Hongkong; Großbritannien; Australien; USA
Abstract	This article describes the evolution of inclusive education in Hong Kong, moving from segregation via integration to inclusion. The outside influence of education policies and trends from Britain, Australia, and the United States are identified, and the current situation is described. In particular, obstacles that are encountered on the route to inclusion are compared with those found in other countries. These obstacles include large class size, teachers' often negative attitudes, parents' expectations, teachers' lack of expertise for adapting the curriculum and for providing differentiated teaching, and ongoing conflicts between the notion of 'inclusive schooling for all' and the 'academic standards agenda'. (As Provided).
Anmerkungen	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01