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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, 2021. An individual user may print out a PDF of a single chapter of a monograph in HKSO for personal use.date: 24 September 2021

Conceptions and Challenges within the Inclusive Asian Classroom

Conceptions and Challenges within the Inclusive Asian Classroom

Chapter:
(p.65) 3 Conceptions and Challenges within the Inclusive Asian Classroom
Source:
Learning Diversity in the Chinese Classroom
Author(s):

Hoi Yan Cheung

Leng Han Martha Hui

Publisher:
Hong Kong University Press
DOI:10.5790/hongkong/9789622098725.003.0003

Although inclusive practice originated in the West at least two decades ago, various conceptions of inclusion in education continue to be adopted around the world. Inclusion is both a philosophical approach to education — highlighting the need for equitable educational opportunities for all children, irrespective of disability — and an educational practice. As a philosophy, it faces many challenges, particularly from forces which stress the maintenance of high academic standards and accountability and, of course, from economic rationalism due to globalization. This chapter begins by introducing Western conceptions of inclusive education, and then examines the challenges faced in attempting to implement inclusion in a number of Asian countries, particularly those with a Confucian-heritage culture.

Keywords:   Inclusive education, Inclusion, Globalization

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