Teacher readiness for Chinese immigrant students with learning disabilities in Hong Kong: Implications from a case study

Kim Fong POON-MCBRAYER

Research output: Contribution to conferencePaper

Abstract

The increasing number of Mainland Chinese immigrant children in the Hong Kong school system mandates our understanding of teacher readiness to work effectively with these students. This case study adopted narrative inquiry to probe deep into participants’ lived experiences to reveal significant insight into teacher readiness in working with Chinese immigrant students with disabilities. Data sources included field notes, unstructured- and semi-structured interviews, and classroom observations. Findings showed that the special education teacher was primarily concerned about the student participant’s difficulty associated with his disabilities, totally unaware of the impact of her limited proficiency in the child’s first language. The government’s concept of acculturation needs and subsequent policy contributed greatly to school personnel’s lack of awareness of student needs and lack of readiness to work effectively. Recommendations focused on government policies for qualification requirements of special education teachers and reforms to integrate special and multicultural teacher education.
Original languageEnglish
Publication statusPublished - 2010

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learning disability
Hong Kong
immigrant
teacher
special education
student
qualification requirements
disability
lack
acculturation
school system
government policy
narrative
classroom
reform
interview
language
school
education
experience

Citation

Poon-McBrayer, K. F. (2010, September). Teacher readiness for Chinese immigrant students with learning disabilities in Hong Kong: Implications from a case study. Paper presented at the International Conference on Educational Research (ICER) 2010: Learning Communities for Sustainable Development, Khon Kaen University, Thailand.

Keywords

  • Chinese immigrant children
  • Learning disabilities
  • Multicultural education