Basing on document analysis and drawing insights from the author’s participation in the evaluation research project of the Pilot Project on Integration of Children with Special Needs in Ordinary Schools (1997-1999), this paper argues that preparing teachers for inclusive education is one of the urgent and prime tasks of teacher education in 21st century Hong Kong Special Administrative Region (HKSAR). The first section points out that there is a gap between HKSAR school reality and the curriculum of teacher education. Increasingly placing mainland children and those with special educational needs in regular classroom offered by local pre-service teacher education institutions, and research findings show that the issue of integration/inclusion education has either been left out or not been given sufficient attention. The second section suggests that in order to bridge the gap we need to take a paradigm shift in current pre-service teacher education. Successful school integration implementation is subject to teachers’ understanding, attitude and knowledge of inclusive education. Otherwise, recruiting more schools in the integration project will only create more classroom frustrations and failure. The last section presents an inclusive curriculum proposal for teacher education in 21st century HKSAR. Copyright © 2000 The Hong Kong Institute of Education.
|Title of host publication||Proceedings of International Conference on Teacher Education 1999: Teaching effectiveness and teacher development in the new century|
|Place of Publication||Hong Kong|
|Publisher||Hong Kong Institute of Education|
|Publication status||Published - 2000|
special educational needs