Citations (21)
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Read on this site (11)
Suzannie K. Y. Leung. (2023) Listening to Children’s Voices as a Socially Engaged Practice. Art Education 76:1, pages 68-72.
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Suzannie K. Y. Leung. (2020) Teachers’ belief-and-practice gap in implementing early visual arts curriculum in Hong Kong. Journal of Curriculum Studies 52:6, pages 857-869.
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Yuk Ching Lai. (2020) Invisible fathers’ voices about the integrated programme implemented in mainstream child care centres in Hong Kong: implications for educational change. Educational Review 72:1, pages 23-40.
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Jie Zhu, Hui Li & Wu-Ying Hsieh. (2019) Implementing inclusive education in an early childhood setting: a case study of a Hong Kong kindergarten. Early Child Development and Care 189:2, pages 207-219.
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Bi Ying Hu, Hui Ping Wu, Xue Yun Su & Sherron Killingsworth Roberts. (2017) An examination of Chinese preservice and inservice early childhood teachers’ perspectives on the importance and feasibility of the implementation of key characteristics of quality inclusion. International Journal of Inclusive Education 21:2, pages 187-204.
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Christopher P. Brown & Yi-Chin Lan. (2015) A Qualitative Metasynthesis of How Early Educators in International Contexts Address Cultural Matters That Contrast With Developmentally Appropriate Practices. Early Education and Development 26:1, pages 22-45.
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Yuk Ching Lai & Judith Gill. (2014) Multiple perspectives on integrated education for children with disabilities in the context of early childhood centres in Hong Kong. Educational Review 66:3, pages 345-361.
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KailiC. Zhang. (2013) Promoting Holistic Development in Inclusive Settings: Experiences and Perspective From Hong Kong. Preventing School Failure: Alternative Education for Children and Youth 57:3, pages 152-156.
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Candice Mak & KailiChen Zhang. (2013) Teachers’ perceptions of a community participation programme for preschoolers with autism. Emotional and Behavioural Difficulties 18:1, pages 102-117.
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KailiC. Zhang. (2011) Early childhood education and special education: how well do they mix? An examination of inclusive practices in early childhood educational settings in Hong Kong. International Journal of Inclusive Education 15:6, pages 683-697.
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Articles from other publishers (10)
Chloe Simiao Pan, Suzannie K. Y. Leung & Sally Wai-yan Wan. (2023) Unlocking Emotional Aspects of Kindergarten Teachers’ Professional Identity through Photovoice. Education Sciences 13:4, pages 342.
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Frances Lai Mui Lee, Alexander Seeshing Yeung, Katrina Barker, Danielle Tracey & Jesmond C. M. Fan. (2015) Teacher Perceptions of Factors for Successful Inclusive Early Childhood Education in Hong Kong. Australasian Journal of Special Education 39:2, pages 97-112.
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Frances Lai Mui Lee, Alexander Seeshing Yeung, Danielle Tracey & Katrina Barker. (2015) Inclusion of Children With Special Needs in Early Childhood Education. Topics in Early Childhood Special Education 35:2, pages 79-88.
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Kaili Chen Zhang. (2013) Through a Spiritual Lens: Early Childhood Inclusive Education in Hong Kong. Journal of Religion and Health 53:6, pages 1728-1740.
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Yue Sum Sharon Lai & Kaili Chen Zhang. (2013) A Comparison on Inclusive Practices for Children with Special Needs in Faith-Based Kindergartens in Hong Kong. Journal of Religion and Health 53:3, pages 809-824.
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Kaili Chen Zhang & Senior Advisor. (2013) Which Agenda?: Inclusion Movement and its Impact on Early Childhood Education in Hong Kong. Australasian Journal of Early Childhood 38:2, pages 111-121.
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Po Chi Tam. (2012) Children’s bricolage under the gaze of teachers in sociodramatic play. Childhood 20:2, pages 244-259.
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Bi Ying Hu & Sherron Killingsworth Roberts. (2011) When Inclusion is Innovation: An Examination of Administrator Perspectives on Inclusion in China. Journal of School Leadership 21:4, pages 548-581.
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Brenda Peters & Chris Forlin. (2011) Chinese children with ASD in Hong Kong (SAR): development of inclusive practice. Journal of Research in Special Educational Needs 11:2, pages 87-98.
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