Inclusive policy: A myth to Hong Kong mainstream schools in curriculum development

152 elementary students age ranged from 8–11 were studied on their affective and social domains in a school with an inclusive school curriculum in Hong Kong. Five questionnaires from the Assessment Program for Affective and Social Outcomes (APASO) (EMB 2001) were used to measure students’ attitude to school, self concept, attitude to learning, interpersonal competence, and problem solving strategy. The differences between normal (N=136) and inclusive (N=16) students were examined by one-way ANOVA tests. The outcome was triangulated with teachers’ perspective through teacher conference and school profile report and curriculum policy to reach a descriptive account is reached. The two groups had significant differences on social and academic self concept which were explained by a “positive discrimination” perspective to suggest a gap between what students perceived and teachers thought. There are discrepancies between teachers’ perception on the school curriculum and the effect that students reflected by the study, which suggests the how an inclusive curriculum could be shaped, such as cultivating a multicultural environment and the perspectives on both teachers and students.