Implementing Inclusive Education in an Early Childhood Setting: A Case Study of a Hong Kong Kindergarten

Autor/inn/en	Zhu, Jie; Li, Hui; Hsieh, Wu-Ying
Titel	Implementing Inclusive Education in an Early Childhood Setting: A Case Study of a Hong Kong Kindergarten
Quelle	In: Early Child Development and Care, 189 (2019) 2, S.207-219 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hsieh, Wu-Ying)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2017.1307841
Schlagwörter	Foreign Countries; Early Childhood Education; Inclusion; Case Studies; Kindergarten; Educational Benefits; Special Needs Students; Principals; Positive Attitudes; Preschool Teachers; Teacher Attitudes; Parent Attitudes; Administrator Attitudes; Educational Policy; Individualized Education Programs; Teamwork; Program Evaluation; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Inklusion; Case study; Fallstudie; Case Study; Bildungsertrag; Sonderpädagogischer Förderbedarf; Principal; Schulleiter; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Elternverhalten; Politics of education; Bildungspolitik; Individualized education program; Individualisierendes Lernen; Programme evaluation; Programmevaluation; Hongkong
Abstract	Inclusive education has been promoted in primary and secondary schools in Hong Kong since the 1990s, and it has now spread to pre-primary education. Without qualified teachers and sufficient resources, however, it is difficult to implement inclusion in early childhood settings. This case study investigated how inclusive education was practised in an ordinary kindergarten in Hong Kong with a focus on its benefits and challenges. Two children with special educational needs, their teachers and parents, the learning support team members, and the school principal were involved in the study, which included the triangulation of observations, interviews, and documentation analysis. The results indicated that (1) the chosen kindergarten demonstrated a variety of inclusive practices and (2) although there were some problems and difficulties, all of the participants interviewed showed positive attitudes towards the inclusive programme. The implications and challenges of implementing inclusion in Hong Kong early childhood settings are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01