Teachers' Perceptions of Integration Policy for Disabled Children in Mainstream Kindergartens in Hong Kong: A Pilot Study

Lai, Yuk Ching Eva 黎玉貞

doi:10.18848/1447-9494/cgp/v12i04/46933

Cited by 2 publications

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“…The teachers explained that because the instruction in integrated kindergartens was academic and skills oriented, kindergartens emphasised academic subjects for children without disabilities but focused on social development, with the exclusion of academic instruction, for children with disabilities. Meanwhile, Lai (2004Lai ( , 2006 showed that teaching staff and parents in mainstream kindergartens believed that integration for children with disabilities was poorly implemented. Both these studies were focused on integration in mainstream kindergartens no longer operating the integrated programme.…”

Section: Methodsmentioning

confidence: 99%

“…A number of special education specialists believe that the integrated programmes are valuable not only for children with disabilities but also for their parents, peers and the parents of their peers without disabilities (Gross 2002;Lai 2006). Integration for children with disabilities is still seen as significant in early childhood special education (ECSE) (Batu 2010).…”

Section: Integrated Programme For Children With Disabilitiesmentioning

confidence: 99%

“…Increasing public education about disabilities and integration A positive, comprehensive and well-planned public education programme is needed to help promote effective integration/inclusion for children with disabilities (Gottwald and Pardy 1997;Lai 2006). Furthermore, public education and teacher education developed around the issue of integration/inclusion would produce more understanding of the value of integration for children with and without disabilities.…”

Section: Reducing Elitism Influenced By the Confucian Heritage Culturmentioning

confidence: 99%

“…Although inclusive education is widely applied around the world "integration" is the official term used by the Hong Kong government in the implementation of special educational programmes in mainstream kindergarten-cum-child care centres (hereafter referred to as "centres") (Social Welfare Department 2013). The integrated programme for children with disabilities at Hong Kong mainstream centres has been operating in a limited number of sites under the Social Welfare Department since 1978 (Lai 2006). This programme aims to provide "training and care to … disabled pre-schoolers … with a view to facilitating their future integration into the mainstream education and society" (Social Welfare Department 2013).…”

Section: Introductionmentioning

confidence: 99%

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Multiple perspectives on integrated education for children with disabilities in the context of early childhood centres in Hong Kong

Lai

Gill

2013

Educational Review

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The integration of children with disabilities in mainstream early childhood settings is a common practice in many developed and developing countries world-wide. A number of key points have been raised concerning such integration, including the increased attention to civil education about the rights of persons with disabilities, training for teachers, and close communication between the government and the mainstream schools. This paper presents a qualitative study of these critical issues in the context of integrated early childhood centres in Hong Kong. These centres operate under an integration policy inherited from the British colonial period. This policy lies within the larger philosophical context of Confucianism with its commitment to excellence, which makes for an intensely competitive schooling environment. Thus, the story presented in this paper is a collection of multiple perspectives of parents with and without children with disabilities, teachers, and school principals on the topic of integration. Looking at the bigger picture, we argue that rather than simply inheriting a policy that is prone to bureaucratic machinations, the policy must be adopted and owned within the local settings if it is to work properly. The implications of this study resonate with integrated education in settings that may be very different from the ones described herein.

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Section: Methodsmentioning

confidence: 99%

Section: Integrated Programme For Children With Disabilitiesmentioning

confidence: 99%

Section: Reducing Elitism Influenced By the Confucian Heritage Culturmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Multiple perspectives on integrated education for children with disabilities in the context of early childhood centres in Hong Kong

Lai

Gill

2013

Educational Review

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Integration in Hong Kong early childhood education: perceptions, practice, and policy

Hui

2017

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Teachers' Perceptions of Integration Policy for Disabled Children in Mainstream Kindergartens in Hong Kong: A Pilot Study

Cited by 2 publications

References 0 publications

Multiple perspectives on integrated education for children with disabilities in the context of early childhood centres in Hong Kong

Multiple perspectives on integrated education for children with disabilities in the context of early childhood centres in Hong Kong

Integration in Hong Kong early childhood education: perceptions, practice, and policy

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