The construction of an Institute-School-Community partnership of teacher education for inclusion

Future Directions for Inclusive Teacher Education: An International Perspective

Volumn , Issue , 2012, Pages 203-211

  Sin, Kuen Fung ^a   Law, Sin Yee ^b  

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

^b NONE

Author keywords

Catering for diversity; Institute School Community; Teacher education for inclusion; Teacher empowerment; Tripartite partnership; Whole school approach

Indexed keywords

EID: 84906295374     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203113585     Document Type: Chapter

References (12)

1. Crawford, N. (2002) "The path to inclusive education for Hong Kong: A personal reflection", Hong Kong Special Education Forum, 5(1): 30-45.
2. Crawford, N. (2003) "Facing the challenges at last: A critical commentary on Hong Kong's approaches to integration and inclusion", in L. H. Hui, C. R. Dowson and M. G. Moont (eds), Inclusive Education in the New Millennium, Hong Kong: The Association for Childhood Education International-Hong Kong and Macau and Education Convergence, pp. 278-93.
3. Forlin, C. and Sin, K. F. (2010) "Developing support for inclusion: A professional learning approach for teachers in Hong Kong", International Journal of Whole Schooling, 6(1): 7-26.
4. Hargreaves, A. (1994) Changing Teachers, Changing Times: Teachers' Work and Culture in the Postmodern Age, London: Cassell.
5. Moont, M. G. and Hui, L. H. (2003) "Hong Kong needs to form its own philosophy for inclusive education", in L. H. Hui, C. R. Dowson and M. G. Moont (eds), Inclusive Education in the New Millennium, Hong Kong: The Association for Childhood Education International-Hong Kong and Macau and Education Convergence, pp. 308-22.
6. Sin, K. F. (2004) "Teacher education on catering for diverse learning needs", Hong Kong Special Education Forum, 7(1): 102-9.
7. Sin, K. F. (2005) "Research report of the inclusive education implementation in Hong Kong primary schools HKSES and HKPERA", Hong Kong Special Education Forum, 8, 169-70.
8. Sin, K. F. (2010) "The practice of inclusive education in an Asian city: Hong Kong SAR", in V. Timmons and P. N. Walsh (eds), A Long Walk to School: Global Perspectives on Inclusive Education, The Netherlands: Sense Publisher, pp. 63-82.
9. Sin, K. F., Tsang, K. W., Poon, C. Y. and Lai, C. L. (2010) "Upskilling all mainstream teachers. What is viable?", in Chris Forlin (ed.), Teacher Education for Inclusion, Changing Paradigms and Innovative Approaches, New York: Routledge, pp. 236-45.
10. UNESCO (2005) Guidelines for Inclusion: Ensuring Access to Education for All. Online. Available at: http://unesdoc.unesco.org/images/0014/001402/140224e.pdf (accessed 17 August 2011).
11. Vaughn, S., Schumm, J., Jallard, B., Slusher, J. and Saumell, L. (1996) "Teachers' views on inclusion", Learning Disabilities Research and Practice, 11(2): 96-106.
12. Watson, S. M. R., Hester, P. P. and Sandler, A. G. (2003) "Reforming teacher preparation programmes to include all students: A look into the future", in L. H. Hui, C. R. Dowson and M. G. Moont (eds), Inclusive Education in the New Millennium, Hong Kong: The Association for Childhood Education International-Hong Kong and Macau and Education Convergence, pp. 294-307.