New dimensions of teacher education on the inclusivity of school guidance for regular schools in Hong Kong

Research output: Chapter in Book/Report/Conference proceedingChapters

Abstract

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.
Original languageEnglish
Title of host publicationFuture directions for inclusive teacher education: An international perspective
EditorsChris FORLIN
Place of PublicationLondon
PublisherRoutledge
Pages123-130
ISBN (Electronic)9780203113585, 9781136287343
ISBN (Print)9780415519007, 9780415518994
Publication statusPublished - 2012

Citation

Hue, 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.

Keywords

  • School guidance
  • Inclusive counselling
  • Inclusive strategies
  • Behaviour management
  • Labelling
  • Inclusion in regular school

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