Pre-service teacher education in support of inclusive education in Hong Kong

Integration was a specific area of concern of the Education Commission in 1986. It was recommended by the Education Commission Report No. 2 (1986, p. 194) that “Children with special educational needs are placed whenever possible in ordinary schools so that they can receive the fullest educational opportunity and the fullest benefit from mixing with ordinary children in an ordinary environment.” This concept was further supported and elaborated in the Report of The Board of Education, the Sub-committee on Special Education in 1996. The report recommended an inclusive approach to schooling and “Experience in many countries demonstrates that the integration of children and youth with special educational needs is best achieved within inclusive schools that serve all children within a community. It is within this context that those with special educational needs can achieve the fullest educational progress and social integration.” (The Board of Education, 1996, p. 8) The Sub-committee also strongly felt that “the initial teacher education should include special education element to prepare all teachers to deal with children with special educational needs integrated in ordinary schools” (The Board of Education, 1996, p. 117). It was the purpose of this study to investigate the needs of pre-service primary school teachers in teaching and managing children with special needs in an inclusive educational setting. Interviews of pre-service teacher would be conducted to explore their understanding of the rationale of inclusive education, acceptance of children with special needs and concept on classroom management. Analysis of the interview would give some specific insights into the needs of pre-service primary school teachers and approaches to implementation. Experiences in inclusive education in other places would be shared and the impact of inclusive education on the education system in Hong Kong would be discussed. Copyright © 2000 The Hong Kong Institute of Education.