The purpose of this study was to analyse and compare the development of special education for students with disabilities in Hong Kong and Mainland China with that of the United States. Two data sources were used for analyses and comparisons for this study (Government documentations and Published researches). The first data source indicates that Hong Kong and mainland China appear to be closely following the international trend to integrate students with disabilities into regular school settings through the whole-school approach and inclusion. Meanwhile, the development of separate special educational settings continues to gain momentum to cater to students' special needs in separate settings at a rate that is greater than that of the integration mode (Figure 1). The second data source suggests that, in addition to government policies, positive attitudes and lack of special education training for current teachers and in teacher preparation programs are the key factors that influence the education of students with disabilities in the regular setting. As well, the literature indicates that current teachers lack the training that would allow them to provide appropriate special education for students with special needs in regular school settings. The present study recommends that, in order to educate students with diabilities in regular settings, administrators of educational institutions must make judicious choices in selecting a mode of implementation that is suitable for their school's specific context. Copyright © 2006 Verlag Karl Hofmann.
|International Journal of Physical Education
|Published - Sept 2006
CitationChen, S., Zhang, J., & Mei, J. (2006). Development and approaches of educating students with disabilities in Hong Kong and Mainland China. International Journal of Physical Education, 43(3), 121-132.
- Comparative education
- Special education/Hong Kong
- Special education/China
- Mainstreaming (Education of the handicapped)
- Special teachers/Supply and demand
- Special education/Teaching methods