Implementing inclusive education in an early childhood setting

a case study of a Hong Kong kindergarten

Jie Zhu*, Hui Li, Wu-Ying Hsieh

*Corresponding author for this work

Research output: Contribution to journalArticle

2 Citations (Scopus)

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.

Original languageEnglish
Pages (from-to)207-219
Number of pages13
JournalEarly Child Development and Care
Volume189
Issue number2
Early online date28 Mar 2017
DOIs
Publication statusPublished - 2019
Externally publishedYes

Keywords

  • early childhood settings
  • inclusive education
  • Hong Kong
  • special educational needs
  • stakeholders’ perspectives

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