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This edited book deals with the issues of inclusive education in a Chinese context and examines inclusion from the experience of Hong Kong schools. It will help scholars and school practitioners develop a comprehensive understanding of context-specific inclusive practices in education for students with diverse learning needs.
List of contents
SECTION I: INTRODUCTION 1. Global Perspectives and the Challenge of Inclusive Education 2. Educational Policies on the Promotion of Inclusion in Hong Kong Schools 3. Piecemeal Policies and Measures in Supporting Non-Chinese Students in Hong Kong
SECTION II: THEORY AND RESEARCH ON STUDENTS WITH SEN 4. Autism Spectrum Disorder and High-functioning Autism in Children 5. How to Understand Dyslexia: From Domain-Specific to Domain General Factors 6. Speech, Language and Communication Disorders 7. Challenges for Gifted and Talented Students in Hong Kong: Insights from an Asynchronous Development Perspective and Chinese Cultural Values 8. Supporting Students with Emotional and Behavioural Challenges: Considerations for Inclusive Education
SECTION III: SCHOOL PRACTICES FOR INCLUSION 9. Interventions for Students with Autism Spectrum Disorder 10. Supporting Chinese Students with Dyslexia 11. The Effective Functioning of SENCO in Hong Kong 12. Managing Diversity and Diverse Learning Needs of Ethnic Minority Students 13. Executive Functioning Intervention for Students with ADHD
CONCLUSION 14. Whole-School Approaches to Building Inclusive Classroom and School
About the author
Ming-Tak Hue is currently a Professor and Co-Director of the Integrated Centre for Wellbeing. He was the head of the Department of Special Education and Counselling from 2013 - 2020. He obtained his PhD at the Institute of Education, the University of London, England.
Shahid Karim is currently a Postdoctoral Fellow at The Education University of Hong Kong (EdUHK). Before he embarked on his PhD journey at EdUHK, he served at the Aga Khan University Institute for Education Development (AKU-IED), Karachi, as a research associate. He obtained his MA in Muslim Cultures at the Institute for the Study of Muslim Civilisations (AKU-ISMC) London, England.
Summary
This edited book deals with the issues of inclusive education in a Chinese context and examines inclusion from the experience of Hong Kong schools. It will help scholars and school practitioners develop a comprehensive understanding of context-specific inclusive practices in education for students with diverse learning needs.
