Chinese children with ASD in Hong Kong (SAR): Development of inclusive practice

Brenda PETERS, Christine Irene FORLIN

Research output: Contribution to journalArticlespeer-review

12 Citations (Scopus)

Abstract

The advancement of inclusive educational provision in the Asia-Pacific region has been guided by international research. As one example, Hong Kong has developed a unique and cultural response to inclusive practice within the region. This paper reviews Hong Kong's development of inclusive education practice for children with autism spectrum disorder (ASD). It provides an account of how services in education have developed for Chinese children with ASD, from diagnosis to school placement, and how the students are supported. A number of challenges for the region are discussed including those related to pedagogy, mentoring, placement, support and the need for culturally appropriate professional learning. Copyright © 2010 The Authors. Journal of Research in Special Educational Needs © 2010 NASEN.
Original languageEnglish
Pages (from-to)87-98
JournalJournal of Research in Special Educational Needs
Volume11
Issue number2
DOIs
Publication statusPublished - Jun 2011

Citation

Peters, B., & Forlin, C. (2011). Chinese children with ASD in Hong Kong (SAR): Development of inclusive practice. Journal of Research in Special Educational Needs, 11(2), 87-98.

Keywords

  • Inclusive-practice
  • Support-development
  • Asia-Pacific
  • Chinese children
  • Autism Spectrum disorder

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