ABSTRACT
Educational policies on inclusive education are highly context-bound across the diverse socio-political conditions, and both the local and global socio-cultural forces often influence policymaking and implementation. Therefore, examining educational policy on promoting inclusion in Hong Kong schools demands a deeper understanding of the ideological, socio-political and cultural considerations inherent to these policies and facilitate inclusion in education. This chapter critically examines the policy provisions the extent to which they are sensitive to learner diversity, stipulate the equal treatment of students irrespective of their racial, religious and cultural differences, and empower schools making necessary arrangements for students with special educational needs (SEN). It also discusses how schools and teachers negotiate with the existing policy arrangements to develop inclusive school and classroom environments for SEN students. Finally, the chapter gives recommendations on an educational reform agenda for promoting educational inclusion in Hong Kong.
