A collaborative, collegial and more cohesive approach to supporting educational reform for inclusive in Hong Kong

Christine Irene FORLIN

Research output: Contribution to journalArticles

30 Citations (Scopus)

Abstract

Together with the many advantages incurred by educational reform there are concomitantly a number of challenges that have to be addressed. In the field of special education there have probably been more changes in the past decade than in any other area of education. In 2006, Hong Kong is undoubtedly at the cusp of major changes which continue to reflect the paradigm shifts occurring internationally. One area of concern for all is the issue of support for learners with special needs. It is clear that as more learners with disabilities are included in regular classes support services are moving relatively quickly from a withdrawal one-on-one intervention model that is no longer viable, to increasingly providing support in class by co-teaching, or even redesigning support so that it is aimed at the teacher rather than the child. Additionally, support services are becoming more sophisticated as parents demand greater attention to the specific needs of their child and as they expect educational systems to provide the most up to date practices. For every child with a special need there are many stakeholders who seek to provide some form of support. This can become quite overwhelming, staccato in its implementation, and demanding in the extreme, thus resulting in a disjointed unworkable approach. This paper will consider how support can be redesigned to provide a more collaborative, collegial and cohesive approach that is manageable within the current transformations that are occurring in Hong Kong. Copyright © 2007 Education Research Institute.
Original languageEnglish
Pages (from-to)276-287
JournalAsia Pacific Education Review
Volume8
Issue number2
DOIs
Publication statusPublished - Aug 2007

Citation

Forlin, C. (2007). A collaborative, collegial and more cohesive approach to supporting educational reform for inclusive in Hong Kong. Asia Pacific Education Review, 8(2), 276-287.

Keywords

  • Special education
  • Educational reform
  • Support
  • Inclusion
  • Disability
  • Stakeholders

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