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Learning Diversity in the Chinese ClassroomContexts and Practice for Students with Special Needs$
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Shane N. Phillipson

Print publication date: 2007

Print ISBN-13: 9789622098725

Published to Hong Kong Scholarship Online: May 2013

DOI: 10.5790/hongkong/9789622098725.001.0001

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PRINTED FROM HONG KONG SCHOLARSHIP ONLINE (www.hongkong.universitypressscholarship.com). (c) Copyright Hong Kong University Press, 2022. An individual user may print out a PDF of a single chapter of a monograph in HKSO for personal use.date: 17 May 2022

Developing Inclusive Schools in Hong Kong

Developing Inclusive Schools in Hong Kong

(p.399) 12 Developing Inclusive Schools in Hong Kong
Learning Diversity in the Chinese Classroom

Chris R. Dowson

Hong Kong University Press

This chapter reports case studies of four Hong Kong schools progressing toward inclusion. The study was an important affirmation of the positive effects on schools that undertake a move toward inclusion, as they increasingly achieve quality education for all students. The findings gave strong support for the implementation of inclusion in Hong Kong schools. At the time of the study, schools taking up inclusion were referred to as “integrating” schools and the results helped to define good practice, problem areas and, most importantly, how the problems may be overcome. Some significant elements discussed in this chapter comprise co-teaching, family involvement, student interaction, a whole-school approach, and the training needs of school personnel. Good practices, classroom strategies and the roles of stakeholders are taken into account, and the chapter concludes by examining current and future trends.

Keywords:   Inclusion, Good practices, Co-teaching, Family involvement, Student interaction, Whole-school approach, School personnel

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