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Supporting Diverse Students in Asian Inclusive Classrooms

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ADHD
ADHD Symptom
Alphabetic Languages
ASD
ASD Child
Asian Education
Asian Schooling
asynchronous development
Category=JNA
Category=JNS
China
Chinese Dyslexia
Chinese Gifted Students
Cogmed Working Memory Training
Communication Handicapped Children
Cool EF
Developmental Dyslexia
EDB
Education Systems
EF Intervention
Em Student
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eq_nobargain
eq_non-fiction
eq_society-politics
ethnic minority learners
executive functioning intervention
General Cognitive Domain
Gifted Students
HKSAR
Hong Kong
Inclusive Classroom
Inclusive Education
inclusive education policy in Hong Kong
Learning Difficulties
Learning Disabilities
neurodevelopmental disorders
Professional Development
Run Deficit
Sen Student
SENCO
SENCO role
special educational needs
Visual Attention Span
Working Memory

Product details

  • ISBN 9781032021706
  • Weight: 453g
  • Dimensions: 156 x 234mm
  • Publication Date: 29 Apr 2022
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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Description

This edited book is uniquely set in the context of Chinese societies. It deals with the issues of inclusive education in a Chinese context and examines inclusion from the experience of Hong Kong schools.

Like other countries, in Hong Kong, inclusive education has been promoted through Integrated Education (IE) and the Whole-School Approach (WSA). Recently, the government has introduced the induction of Special Educational Needs Coordinator (SENCO) in each Hong Kong school to help diverse students, especially students with special educational needs (SEN) and to develop inclusive teaching and learning practices. This book is one of the first to examine the influence of contextual and Chinese cultural factors in the field of inclusive education, in regard to how schools support students with diverse learning needs and SEN. It also offers an account of context-specific measures towards promoting inclusive education.

This book will help scholars and school practitioners in Asia in particular and in the West, in general, develop a comprehensive understanding of context-specific inclusive practices in education for students with diverse learning needs.
About

Ming-Tak Hue is currently a Professor and Co-Director of the Integrated Centre for Wellbeing. He was the head of the Department of Special Education and Counselling from 2013 - 2020. He obtained his PhD at the Institute of Education, the University of London, England.

Shahid Karim is currently a Postdoctoral Fellow at The Education University of Hong Kong (EdUHK). Before he embarked on his PhD journey at EdUHK, he served at the Aga Khan University Institute for Education Development (AKU-IED), Karachi, as a research associate. He obtained his MA in Muslim Cultures at the Institute for the Study of Muslim Civilisations (AKU-ISMC) London, England.