ABSTRACT
This edited book is uniquely set in the context of Chinese societies. It deals with the issues of inclusive education in a Chinese context and examines inclusion from the experience of Hong Kong schools.
Like other countries, in Hong Kong, inclusive education has been promoted through Integrated Education (IE) and the Whole-School Approach (WSA). Recently, the government has introduced the induction of Special Educational Needs Coordinator (SENCO) in each Hong Kong school to help diverse students, especially students with special educational needs (SEN) and to develop inclusive teaching and learning practices. This book is one of the first to examine the influence of contextual and Chinese cultural factors in the field of inclusive education, in regard to how schools support students with diverse learning needs and SEN. It also offers an account of context-specific measures towards promoting inclusive education.
This book will help scholars and school practitioners in Asia in particular and in the West, in general, develop a comprehensive understanding of context-specific inclusive practices in education for students with diverse learning needs.
TABLE OF CONTENTS
part Section I|54 pages
Introduction
part Section II|88 pages
Theory and Research on Students with Sen
chapter 7|16 pages
Challenges for Gifted and Talented Students in Hong Kong
chapter 8|19 pages
Supporting Students with Emotional and Behavioural Challenges
part Section III|84 pages
School Practices for Inclusion
part |17 pages
Conclusion