The construction of an Institute–School–Community partnership of teacher education for inclusion
The challenges of inclusive education have been addressed in many reports and literature (UNESCO, 2005). Previous studies in Hong Kong criticized the sluggish development of inclusive education in Hong Kong (Crawford, 2003). For a long time, the lack of consensus and understanding has been the focus of concern. A recent local study posed a more positive scenario (Sin, 2005). The ﬁ ndings demonstrated that the majority of principals, teachers and parents supported the goals of integration. Over 50 per cent of the principals of inclusive schools and teachers in the study generally agreed to the inclusive education policy. It was also found that even though they endorsed the policy of integration in Hong Kong, they recognized the difﬁ culties of its implementation.