Perceptions of Educators and Parents of Students with Disabilities towards
the Special Education Process in Hong Kong
​

Lusa Lo, University of Massachusetts Boston

Patcy P. S. Yeung, The University of Hong Kong​

Mantak Yuen, The University of Hong Kong​



http://dx.doi.org/10.12796/caise-review.2013V1.004

​CAISE Review 2013 Volume 1, pp 117-129

Special Issue: Learner Diversity in Mainstream Schools and Special Schools

Abstract

 

Policy to promote inclusive education has been in place in Hong Kong for over a decade. Through adopting the Whole School Approach, schools are expected to cater to the individual needs of students with disabilities in a comprehensive manner. This study used a focus group to explore the views of parents of children with disabilities and of educators with regard to the special education process in place in local schools. Results suggested that both parents and educators feel that the current practices of educational support for students with disabilities are not well implemented. A majority of the parents are confused by the special education process and feel that many educators are not prepared professionally or attitudinally to work with their children. Furthermore, educators reported that the limited resources allocated to schools prevent them from providing individualised services to students who are in need. The participants offered recommendations for practitioners and policy makers.

​

Key words
parent involvement, special education, disability, Hong Kong, inclusive education

 

 

 

特殊學習需要學生的教師及其家長對香港融合教育過程的認知研究

 

摘要

融合教育的政策已經在香港實施十幾年。學校通過採用「全校參與模式」，期望以全面的方式滿足有特殊學習需要學生的個體需求。本研究通過焦點小組訪談法，旨在探究地方學校有特殊學習需要學生的家長以及教師對融合教育過程的認識與評價。研究發現，家長與教師都認為當前提供給特殊學習需要學生的教育政策尚未得到有效實行。多數家長對這過程感到困惑，並且認為很多教師準備不足，缺乏專業性，甚至對特殊兒童缺乏良好的態度。此外，教師認為由於提供給特殊教育的資源與經費匱乏，因而無法提供個性化的服務以滿足學生的個體需求。本研究還為教育政策制定者與實施者提供一些參考。

 

 

關鍵字

家長參與，特殊教育，特殊學習需要學生，香港，融合教育