What are the affective and social outcomes for low-achieving students within an inclusive school in Hong Kong?

Abstract

In response to several major curriculum reforms in Hong Kong since 2000, schools were required to initiate policies that catered for learner diversity. As well academic achievement, the reforms also emphasized the affective and social outcomes of the learning experience. A whole-school approach to learner diversity includes students with low academic achievement and mild disabilities, with schools being free to develop policies and practices inline with the needs of the students, teachers, and parents. Against the Chinese cultural context, where high academic achievement is highly valued, this study describes the affective and social outcomes of students in one Hong Kong primary school that streamed students according to achievement level. Four hundred and ten students across Primary 3-5 responded to four instruments measuring academic self-concept, alienation from school, teacher-students relationship, and social integration. The responses showed that, when studying the regular curriculum, students in the low-achievement group reported greater levels of alienation and lowest levels of social integration compared with students with the highest levels of achievement. On the other hand, low-achieving students who studied a differentiated curriculum reported affective and social outcomes more consistent with the responses from the high-achieving students. The results suggest that there is a mismatch between the aims and practice of the educational policy reflecting learner diversity and the cultural expectations of both parents and students.

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“…Students with SEN are under even more pressure when their parents use different conventional measures to help with their learning, such as tutorial classes (Lam & Phillipson, 2009). In addition, Chinese parents may feel shame when their child with SEN has to withdraw from their current school due to academic underachievement (Tong et al, 2017).…”

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“…Parents' perceptions of inclusive education from social aspects should provide a real picture that inclusive education can provide the right space for SNS and RS so that their social development can develop well. The benefits that can be felt by both types of students can make a sound, comfortable, and beneficial relationship for both children (Lam & Phillipson, 2009). Child development from social aspects for elementary school students is significant, which starts from self-introduction so that it can find its character, strengths, and weaknesses.…”