Moving toward inclusion: Proceed with caution

Westwood, Peter

doi:10.1080/19404159709546536

Cited by 9 publications

(6 citation statements)

References 7 publications

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“…Moving towards inclusion is always a complex and incremental task, given that it requires the acquisition of new insights and skills by classroom teachers and a major shift in the way that regular classes are usually taught (Crawford et al, 1999;Greenberg & Greenberg, 2014;Westwood, 1999;Westwood, 2005). The difficulties in implementing inclusive practices in schools are reflected in reports from Australia (CYDA, 2019b) and Britain (Bartley, 2017;Keer, 2019).…”

Section: Obstacles To Inclusionmentioning

confidence: 99%

Integration to Inclusion in Hong Kong: Not an Easy Progression

Westwood¹

2021

Australas. j. spec. incl. educ.

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This article describes the evolution of inclusive education in Hong Kong, moving from segregation via integration to inclusion. The outside influence of education policies and trends from Britain, Australia, and the United States are identified, and the current situation is described. In particular, obstacles that are encountered on the route to inclusion are compared with those found in other countries. These obstacles include large class size, teachers’ often negative attitudes, parents’ expectations, teachers’ lack of expertise for adapting the curriculum and for providing differentiated teaching, and ongoing conflicts between the notion of ‘inclusive schooling for all’ and the ‘academic standards agenda’.

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Section: Obstacles To Inclusionmentioning

confidence: 99%

Integration to Inclusion in Hong Kong: Not an Easy Progression

Westwood¹

2021

Australas. j. spec. incl. educ.

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“…Integration reform was deemed essential in appearance, but not in substance. Westwood (1999) commented that the rhetoric of integration was well ahead of actual practice. For example, the White paper on rehabilitation-Integrating the disabled into the community: A united effort, formulated policy on rehabilitation in 1977 (Hong Kong Government, 1977).…”

Section: Hong Kong Pre-1997mentioning

confidence: 99%

“…The Ordinance met much resistance and there was no appropriate support structure at the school level (Forlin, 2007). This lack of support is evidenced by the lack of a formal requirement that pre-service teacher education programs contain a core unit on teaching students with special needs (Westwood, 1999). The most unsympathetic interpretation is that the government was struggling with the tension between the rhetoric of equal opportunities and the substance.…”

Section: Hong Kong Pre-1997mentioning

confidence: 99%

Which Agenda?: Inclusion Movement and its Impact on Early Childhood Education in Hong Kong

Zhang

Advisor

2013

Australasian Journal of Early Childhood

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TO EXAMINE THE CURRENT status of inclusion in early childhood in Hong Kong, this article highlights the overall structure of early childhood and special education services in the region, the historical movement toward inclusion before and after 1997 (the year Hong Kong returned to the People's Republic of China), and its impact on early childhood education. The author addresses the question of whether the development of inclusive education was driven by an educational agenda or other factors, and discusses challenges of inclusive practices in early childhood education, and future possibilities.

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“…Inclusive education's philosophy of acceptance and valorisation of all children regardless of their disability has been heavily influenced by the Civil Rights movement, the United Nations Convention of the Rights of the Child (1989) and determinations adopted by the World Conference on Special Needs Education in Salamanca (UNESCO 1994). This is a document that has guided policy-making with respect to the education of special needs children throughout the world (Westwood 1997). More recently, the United Nations Convention on the Rights of Persons with Disabilities (2006) has provided further detailed guidelines for inclusive educators.…”

Section: Sources and Structurementioning

confidence: 99%

“…The programme includes exposure to features of inclusion that incorporate historical links to the civil and human rights movement (Florian 1998;Westwood 1997), legislative and regulatory evolution in Australia (Slee 2005), implications for teacher education (Ainscow 1997;Forlin 2001), a critical analysis of its current educational implications (Allan 2003;Brown and Thomson 2005;Florian 1998) and the perceived effects on the education of deaf and hard-of-hearing children (Komesaroff and McLean 2006;Rose 2002). …”

Section: An Inclusive Teaching Philosophymentioning

confidence: 99%

A new approach to training teachers to meet the diverse learning needs of deaf and hard‐of‐hearing children within inclusive Australian schools

Furlonger

Sharma

Moore

et al. 2010

International Journal of Inclusive Education

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A restructured postgraduate teacher education programme is described specifically with regard to its commitment to prepare educators to work effectively with deaf and hard-of-hearing children in inclusive settings. The focus of the paper is on the design and development process rather than on the evaluation of the outcomes. Background information is provided about the design and development of the programme, including the components that support a strong relationship between special and general educators. The paper details the philosophical and pedagogical underpinnings of the programme, planned outcome measures for the graduate teachers, and highlights the challenges in programme design and development. IntroductionThe purpose of this paper is to describe the rationale and process we used to develop an innovative postgraduate programme for training teachers of the deaf and hard of hearing in New South Wales (NSW). NSW is Australia's most populated state and contains 35,000 students identified as having a disability and requiring some form of support while at school. The design of the training course reflects a collaborative partnership between university academics with specialties in special education and state special educational administrators.We begin by providing some background information about one of the significant controversies we faced as programme developers. We follow this with details of the chief sources that influenced our thinking prior to designing the course, how the task was conceptualised, and the course structure itself, including a brief discussion on what we propose as reasonable methods by which to evaluate the impact of the course on our graduates. We conclude with a discussion of the challenges we predict we will face in the implementation of the course and the impact we expect this programme will have on the preparation of our trainees. This paper has a focus on the challenges involved in the design and development of the course. We plan to leave the evaluation of course outcomes to future papers. 290 B.E. Furlonger et al. BackgroundEarly in the programme design effort, academic faculty and state educational administrators agreed that much more could be done to better prepare teachers to effectively support the increasing number of deaf or hard-of-hearing students being educated within inclusive settings. Currently, when pre-service students undertake a four year undergraduate teaching degree in NSW there is a mandated requirement for them to complete at least one unit in special education in which the broad parameters of special education are covered. While students can undertake a major in special education at the undergraduate level most do not, so a need for postgraduate training in special education was recognised by NSW educational authorities. The need to increase the number of teachers skilled to work with regular class teachers who had deaf or hard-of-hearing children in their class was initiated by of NSW Department of Education and Training's (DET) concern that, previously, ...

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Moving toward inclusion: Proceed with caution

Cited by 9 publications

References 7 publications

Integration to Inclusion in Hong Kong: Not an Easy Progression

Integration to Inclusion in Hong Kong: Not an Easy Progression

Which Agenda?: Inclusion Movement and its Impact on Early Childhood Education in Hong Kong

A new approach to training teachers to meet the diverse learning needs of deaf and hard‐of‐hearing children within inclusive Australian schools

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