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It Takes Two to Tango: Inclusive Schooling in Hong Kong

Author(s): Jeremy H. Greenberg | J. Christine Greenberg

Journal: Global Education Review
ISSN 2325-663X

Volume: 1;
Issue: 1;
Start page: 44;
Date: 2013;
Original page

Keywords: applied behavior analysis | autism | inclusion | inclusive education | Hong Kong | neurodiversity | special education needs

The inclusion of students with autism and other special needs into the general education curriculum continues to be a challenging process for school communities in the United States of America (US) and increasingly abroad. Although inclusion is a challenging process for those involved, the global demand is growing. Traditionally this initiative has originated from advocates such as parents and communities who represent the students. With enough pressure from constituents of the system, those efforts may be converted into policy through the local education department. The US has led the inclusion movement and many other developed nations have followed suit in recent decades. Consequently more and more schools are focused on building inclusive school communities. These programs see the value of a balanced approach that emphasizes curriculum coupled with pedagogy. This paper provides an overview of the history of the inclusion movement in the Hong Kong Special Administrative Region of China. Three main types of school systems in the region are explained, and one successful inclusive school model will be described with outcome data included. Multiple factors that affect the development of the inclusion movement will also be discussed.

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