Regular 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. Based upon the author’s nine-year personal experience of conducting courses on school guidance in the context of inclusive education at a key training institution in Hong Kong and research findings of a case study into teacher’s constructs of the inclusivity of school guidance (Hue ,2010) , three dimensions of teacher professional training for the inclusivity of school guidance are identified: developing inclusive counselling practices; developing inclusive strategies of behaviour management ; and dealing with the impacts of wider systems. This chapter gives insights into the professional needs of guidance teach-ers from regular schools and the promotion of the inclusivity of school guidance through teacher education. Copyright © 2012 the authors.
|Title of host publication||Future directions for inclusive teacher education: An international perspective|
|Place of Publication||London|
|ISBN (Electronic)||9780203113585, 9781136287343|
|ISBN (Print)||9780415519007, 9780415518994|
|Publication status||Published - 2012|
CitationHue, M.-t. (2012). New dimensions of teacher education on the inclusivity of school guidance for regular schools in Hong Kong. In C. Forlin (Ed.), Future directions for inclusive teacher education: An international perspective (pp.123-130). New York: Routledge.
- School guidance
- Inclusive counselling
- Inclusive strategies
- Behaviour management
- Inclusion in regular school