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

Abstract

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.

Challenges Encountered by 17 Autistic Young Adults in Hong Kong

“…As put forwards by Zhang (), the colonial government before 1997 adopted a laissez‐faire policy on special education with minimal input of resources. The concept of integration was firstly stated clearly in the White papers “Integrating the Disabled into the Community: A United Effort” in 1977 and “Equal Opportunities and Full Participation: A Better Tomorrow for All” in 1995.…”

An investigation of teachers' experience of teaching children with Autism Spectrum Disorder in Hong Kong mainstream preschools

“…In 2001, the code of practice on education under the Disability Discrimination Ordinance, which aims to promote the integration of students with special education needs into mainstream schools in order for them to receive education with their normal peers, came into effect (Equal Opportunities Commission, 2001). In the following year, the government also introduced inclusive educational practice to preschools by launching the Integrated Programme in Kindergarten-cum-Child Care Centre (Zhang, 2013). Although, there is difference between concepts of inclusion and integration, the term Inclusion and Integration is frequently used interchangeably in both official documentation and practice in the local context.…”