Managing change in an integrated school: A Hong Kong hybrid experience

Yuk Yee Pattie LUK-FONG

Research output: Contribution to journalArticle

13 Citations (Scopus)

Abstract

Following the world trend of inclusion in education, many schools in Hong Kong have started including students with special needs in the regular classrooms. Given the unique educational context of Hong Kong as 'East meets West', and given that inclusion is essentially a concept from the West, this paper argues that Hong Kong's integration has its unique hybrid features. This paper reports the experience of one primary school in the process of change in areas of stages of integration, leadership and whole school approach, during a two-year implementation period. Change processes at the school, classroom and individual levels are discussed. A case study methodology is used so that unique characteristics of the school in its naturalistic settings can be captured. Data were obtained from observation, documentary analysis, individual and group interviews of different school stakeholders: the principals, parents, teachers, resource teachers, and guidance personnel. Implications of findings to schools in Hong Kong and other countries facing similar issue in parallel and mixed cultural settings are discussed. Copyright © 2005 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)89-103
JournalInternational Journal of Inclusive Education
Volume9
Issue number1
DOIs
Publication statusPublished - Jan 2005

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Hong Kong
school
experience
inclusion
classroom
school education
teacher
primary school
personnel
parents
Group
stakeholder
leadership
methodology
trend
interview
resources
student
Inclusion
Education

Citation

Luk Fong, Y. Y. P. (2005). Managing change in an integrated school: A Hong Kong hybrid experience. International Journal of Inclusive Education, 9(1), 89-103.

Keywords

  • Education
  • Inclusive education
  • Students
  • Classroom management
  • Schools