Authentic school partnerships for enabling inclusive education in Hong Kong

Journal of Research in Special Educational Needs

Volumn 10, Issue 1, 2010, Pages 13-22

  Forlin, Chris ^a   Rose, Richard ^b  

^a THE EDUCATION UNIVERSITY OF HONG KONG   (Hong Kong)

^b UNIVERSITY OF NORTHAMPTON   (United Kingdom)

Author keywords

Disability; Diversity; Hong Kong; Inclusion; Special education needs; Support schools

Indexed keywords

EID: 77954440373     PISSN: 14713802     EISSN: 14713802     Source Type: Journal    
DOI: 10.1111/j.1471-3802.2009.01139.x     Document Type: Article

References (36)

1. Abbott L. 'Northern Ireland special educational needs coordinators creating inclusive environments: an epic struggle.'. European Journal of Special Needs Education 2007, 22(4):391-407. pp.
2. Baker J. 'The British government's strategy for SEN: implications for the role and future development of special schools.'. Support for Learning 2007, 22(2):72. p.
3. Chen K, Poon K. 'Training of special needs officers in Singapore.'. Reform, Inclusion and Teacher Education: Towards a New Era of Special Education in the Asia-Pacific Region 2008, 83-89. Forlin C, Lian M-G J. In, eds., Abingdon, Routledge
4. Cole B. 'Mission impossible? Special educational needs, inclusion and the re-conceptualization of the role of the SENCO in England and Wales.'. European Journal of Special Needs Education 2005, 20(3):287-307. pp.
5. Cremin H, Thomas G, Vincent K. 'Learning zones: an evaluation of three models for improving learning through teacher/teaching assistant teamwork.'. Support for Learning 2003, 18(4):154-61. pp.
6. Creswell J W. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research 2008, Upper Saddle River, NJ, Prentice Hall
7. Cruddas L. Learning Mentors in School: Policy and Practice 2005, Stoke-on-Trent, Trentham
8. Deng M, Holdsworth J C. 'From unconscious to conscious inclusion: meeting special education needs in West China.'. Disability and Society 2007, 22(5):507-22. pp.
9. Special Education Information Sheet. 2007, http://www.edb.gov.hk/index.aspx?nodeid=6559andlangno=1, Education Bureau, > (accessed 7 May 2009
10. Enhancement of the New Funding Mode for Primary Schools. 2008, http://www.edb.gov.hk/FileManager/EN/Content_6597/edb, Education Bureau, Education Circular No. 10/2008. <> (accessed 21 October 2008
11. Feng Y, Jament J. 'Enhancing communication in classrooms in developing countries: Improving teachers' knowledge and changing attitudes towards special educational needs and inclusion'. 2008, a paper presented to Irish Association of Teachers in Special Education (IATSE), St Patrick's College Dublin, June
12. Fletcher-Campbell F. 'Schools' perceptions of support services for special educational needs.'. Support for Learning 2000, 15(2):90-4. pp.
13. Florian L, Rouse M. 'Inclusive practice in secondary schools.'. Doing Research in Special Education 2001, 134-147. Rose R, Grosvenor I. In, eds., London, David Fulton
14. Forlin C. 'The role of the support teacher in Australia.'. European Journal of Special Needs Education 2001, 16:121-131. pp.
15. Forlin C. 'A collaborative, collegial and more cohesive approach to supporting educational reform for inclusion in Hong Kong.'. Asia-Pacific Education Review 2007, 8(2):1-11. pp.
16. Forlin C, Lian J. 'Contemporary trends and issues in educational reform for special and inclusive education.'. Reform, Inclusion and Teacher Education: Towards a New Era of Special Education in the Asia-Pacific Region 2008, 3-12. Forlin C, Lian M-G J. In, eds., Abingdon, Routledge
17. Frederickson N L, Dunsmuir S, Lang J, Monsen J J. 'Mainstream-special school inclusion partnerships: pupil, parent and teacher perspectives.'. International Journal of Inclusive Education 2004, 8(1):37-57. pp.
18. Giangreco M F, Doyle M B. 'Teacher assistants in inclusive schools.'. The Sage Handbook of Special Education 2007, 429-39. Florian L, In, ed.., London, Sage
19. Gibb K, Tunbridge D, Chua A, Frederickson N. 'Pathways to inclusion: moving from special school to mainstream.'. Educational Psychology in Practice 2007, 23(2):109-27. pp.
20. Griffin S, Shevlin M. Responding to Special Educational Needs 2007, Dublin, Gill and MacMillan
21. Groom B. 'Building relationships for learning: the developing role of the teaching assistant.'. Support for Learning 2006, 21(4):199-203. pp.
22. Groom B, Maunonen-Eskelinen I. 'Enabling participation: involving students with special educational needs in their own learning.'. Jotain Erityista - Something Special 2005, 46-58. Kaikkonen L, In, ed.., Jyvaskyla, Finland, Jyvaskylan Ammattikorkeakoulu
23. Head G, Pirrie A. 'The place of special schools in a policy climate of inclusion.'. Journal of Research in Special Educational Needs 2007, 7(2):90-6. pp.
24. Integrating the Disabled into the Community: A United Effort 1977, Hong Kong Government, s4.2c Specific objectives for future development, Hong Kong, Government Printer
25. Hue M T. 'Classroom management for children with diverse learning needs.'. Learning Diversity in the Chinese Classroom 2007, 459-486. Phillipson S. In, ed., Hong Kong, Hong Kong University Press
26. Jones K, Doveston M, Rose R. 'The motivations of mentors: promoting relationships, supporting pupils, engaging with communities.'. Pastoral Care in Education 2009, 27(1):41-51. pp.
27. Kerry T. 'Towards a typology for conceptualizing the roles of teaching assistants.'. Educational Review 2005, 57(3):373-84. pp.
28. Moran A, Abbott L. 'Developing inclusive schools: the pivotal role of teaching assistants in promoting inclusion in mainstream schools in Northern Ireland.'. European Journal of Special Needs Education 2002, 17(2):161-73. pp.
29. Norwich B. 'What future for special schools and inclusion? Conceptual and professional.'. British Journal of Special Education 2008, 35(3):136-43.
30. Paulsen K J. 'School-based collaboration: an introduction to the collaboration column intervention in school and clinic.'. Intervention in School and Clinic 2008, 43(5):313-6. pp.
31. Pearson S, Ralph S. 'The identity of SENCos: insights through images.'. Journal of Research in Special Educational Needs 2007, 7(1):36-45. pp.
32. Pearson V, Lo E, Chu E, Wong D. A heart to learn and care? Teachers' responses toward special needs children in mainstream schools in Hong Kong. Disability and Society 2003, 18(4):489-508. pp.
33. Rose R, Coles C. 'Special and mainstream school collaboration for inclusion'. Journal of Research in Special Educational Needs 2002, 2(2). Electronic version
34. Rose R, Jones K. 'The efficacy of a volunteer mentoring scheme in supporting young people at risk.'. Journal of Emotional and Behavioral Difficulties 2007, 12(1):3-14. pp.
35. Rose R, Forlin C. 'Impact of training on change in practice for education assistants in a group of international private schools in Hong Kong.': International Journal of Inclusive Education. in press, Accepted 27.8.08
36. Scruggs T, Mastropieri M, McDuffe KA. 'Co-teaching in inclusive classrooms: a meta synthesis of qualitative research.'. Exceptional Children 2007, 73(4):392-417. pp.