Abstract
This paper attempts to discuss two of the educational reformations/changes put forward by the Education Commission and the Curriculum Development Institute of Hong Kong: Inclusive Education and Life-long Learning Psychological analysis of inclusive education and life long learning in Hong Kong was attempted with application of relevant theories and reference to cases reported in a local magazine article. The discussion and analysis include clarification of concepts, relating inclusive education, student diversity, life-long learning and the psychological factors involved (e.g. motivation). Implications are drawn with suggestions on the direction of these two educational development. Copyright © 2001 Australian Curriculum Studies Association Inc.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 10th National Biennial Conference of the Australian Curriculum Studies Association |
| Editors | Marie BRENNAN |
| Place of Publication | Canberra, Australian Capital Territory |
| Publisher | Australian Curriculum Studies Association |
| Pages | 543-558 |
| Volume | 2 |
| ISBN (Print) | 1875864377 |
| Publication status | Published - 2001 |
Citation
Chan, K.-W., & Leung, M.-T. (2001). Inclusive education and life-long learning in Hong Kong: Implications for educational development. In M. Brennan (Ed.), Education futures & new citizenships: Proceedings of the 10th National Biennial Conference of the Australian Curriculum Studies Association (Vol. 2, pp. 543-558). Canberra, Australian Capital Territory: Australian Curriculum Studies Association.Keywords
- Technical and Special Education
- Theory and Practice of Teaching and Learning
