Hong Kong Journal of Special Education Vol.16 2014

Preparing Teachers in Hong Kong to Support Inclusion: A Cultural Framework for Inclusive Teacher Education Eddy Li

Abstract Since the implementation of the "Whole School Approach to Integrated Education" in 1997, mainstream schools in Hong Kong have been encouraged to admit students who are identified with a wide range of learning needs. More recently, the concept of “inclusion” in the city has been widened to incorporate a significant number of newly arrived children from the mainland China, as well as non-Chinese speaking students. Given such a diversity of school population, however, research tends to suggest that practitioners in Hong Kong do not take a positive attitude towards inclusion. When responding to the challenges posed by inclusive education, it is important for practitioners and policy makers not to overlook legitimate local differences, especially in the role ascribed to education in the culture, and the processes of exclusion in different national settings. In this connection, this paper aims to provide a direction for the development of a cultural model of inclusion. By exploring the cultural meaning of “inclusion”, and observing how teachers respond to the diverse needs of learners in practice, the Model is expected to set a cultural-specific framework for inclusive teacher education. 自 1997 年，政府推行全校參與模式的融合教育，並不斷鼓勵香港 主流學校接納不同類別而有特殊教育需要的學生入讀。近年來， 融合的概念已涵蓋至照顧內地新來港兒童和非華語學童的需要。 然而，即使學校的學生有不同的學習需要，很多研究卻均顯示參 與者對融合教育的態度並不積極正面。面對融合教育的挑戰，參 與者及政策制訂者不應忽視本土內各項差異，尤其是於文化層面 內教育的角色及社會層面中是否存在排斥的情況。本文旨在為融 合教育的文化模式提供一個發展方向。透過研究融合教育的文化 含義和觀察教師處理學生差異的實際教學方式，期望為教師培訓 製訂一系列有文化特色的融合教育教學法。

Keywords: Inclusive education Inclusive pedagogy Teacher education Confucian heritage cultures 48

融合教育 融合教育教學法 教師教育 儒家文化