Inclusion practices with special educational needs students in a Hong Kong secondary school: Teachers’ narratives from a school guidance perspective

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Schools in Hong Kong are concerned about the growing enrolments of students with special educational needs (SEN) and how these students could be included in school guidance. This study examines teachers’ narratives of the inclusivity of school guidance. The study was qualitative, being a case study of a Hong Kong secondary school. School documents were collected for textual analysis and semi-structured interviews with 13 teachers were conducted, including nine guidance teachers and four other teachers who worked closely with these guidance teachers. Four dimensions for the inclusivity of school guidance were identified: the development of inclusive practices of guidance, the adoption of a proactive approach, the promotion of inclusive discipline, and the clear definition of the partnership between school guidance and professional organization offering specialised services for students with SEN. The study provides insights into contextual influences of Hong Kong education on school guidance and the development of an inclusive approach to guidance. Copyright © 2012 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)143-156
JournalBritish Journal of Guidance & Counselling
Issue number2
Publication statusPublished - Apr 2012



Hue, M.-t. (2012). Inclusion practices with Special Educational Needs students in a Hong Kong secondary school: Teachers’ narratives from a school guidance perspective. British Journal of Guidance & Counselling, 40(2), 143-156.


  • School guidance
  • Special educational needs
  • Inclusive education
  • Discipline