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Learning Diversity in the Chinese ClassroomContexts and Practice for Students with Special Needs$
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Learning Diversity in the Chinese Classroom: Contexts and Practice for Students with Special Needs

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: 22 April 2021

Including Students with Intellectual Disabilities

Including Students with Intellectual Disabilities

Chapter:
(p.283) 9 Including Students with Intellectual Disabilities
Source:
Learning Diversity in the Chinese Classroom
Author(s):

Kim Fong Poon-McBrayer

Philip McBrayer

Publisher:
Hong Kong University Press
DOI:10.5790/hongkong/9789622098725.003.0009

This chapter principally focuses on Confucianism. It starts by reviewing Confucius’ fundamental perspectives on education and disabilities, and their influence in China and other Chinese societies. It then describes the general basics of the field in terms of definitions, causes, and learning characteristics. The development of educational provision for children with intellectual disabilities in Hong Kong is then examined. Lastly, the chapter discusses the education of these students alongside the education reform in Hong Kong, and the influence of Confucian ideas on Hong Kong’s educational future.

Keywords:   Intellectual disabilities, Disabilities, Confucianism, Education

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