To Integrate or Not to Integrate Systemic Dilemmas in Hong Kong

• Published in: The Journal of special education Vol. 37; no. 4; pp. 249 - 256
• Main Author: Poon-McBrayer, Kim Fong
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA Sage Publications 2004; SAGE PUBLICATIONS, INC; PRO-ED, Inc
• Subjects: China (People's Republic); Education; Education policy; Educational policy; Foreign Countries; High School Graduates; Hong Kong; Hong Kong, China; Ideology; Mainstreaming in education; Preschool Education; Resource Allocation; School Culture; Special Education; Special Needs Students; Teacher Attitudes; Hong Kong China; China; Hong Kong
• ISSN: 0022-4669; 1538-4764
• DOI: 10.1177/00224669040370040401

This article examines the policies and implementation of and barriers to integration within the parallel system of general and special education in Hong Kong. The article begins with a discussion of the history, organization, and current status of special education. Then, policies supporting integration and efforts to implement integration are discussed, followed by an analysis of systemic problems for integration and challenges to effective integration. Prospects for future special education services are considered. The author concludes that successful integration and quality provision of special education will rely on policies and governmental leadership in eliminating systemics problems such as elitism, a nonaccepting school culture and teacher attitudes, inadequate teacher training and qualifications, and inefficient resource allocation and monitoring.