Competing philosophies in the classroom: a challenge to Hong Kong teachers

Abstract

The present paper examines the experiences of teachers in teaching children with special needs in mainstream schools and how they see and evaluate the feasibility of the new integration initiatives in Hong Kong. The data are based on individual and focus group interviews with general class teachers, resource class teachers and principals of mainstream schools admitting students with special needs. Teachers reported difficulties and problems in maintaining classroom discipline and ambivalence in meeting the competing demands between students with and without special needs. The structural constraints of implementing a rigidly defined curriculum and being accountable for good academic results regardless of student competence pose formidable obstacles in achieving the goals of integrated education. There is a conflict at the systemic level between the philosophy of academic excellence defined by grades on the one hand and the philosophy of equality and inclusion on the other. Improving parent participation, having an ample supply of funds, the provision of necessary equipment and facilities, the availability of pre‐ and in‐service training to teachers, and additional manpower in counselling are the most urgently needed resources in facilitating teachers to engage in teaching students with special needs alongside others.

Notes

At the time of the research, all authors were members of the Disability Research Team of the Department of Social Work and Social Administration, the University of Hong Kong, Hong Kong Special Administrative Region, China. Donna Kam Pun Wong is a lecturer in the department. She is particularly dedicated to utilizing participatory action research strategies in studying issues pertinent to people with disabilities or chronic illness. Veronica Pearson is a professor in the department where she has worked for many years. Her major interest is in mental health and in inclusive practices for marginalized groups. Eva Mei Kuen Lo is currently a fieldwork instructor at the Chinese University of Hong Kong. She has a wealth of experience, over the previous fifteen years, in supervising students' placements in a wide range of social work settings including rehabilitation, elderly and youth services.

Correspondence should be addressed to: Donna Kam Pun Wong: Department of Social Work & Social Administration, University of Hong Kong, Hong Kong Special Administrative Region, China; e‐mail: [email protected]

Additional information

Notes on contributors

Eva Mei Kuen Lo

At the time of the research, all authors were members of the Disability Research Team of the Department of Social Work and Social Administration, the University of Hong Kong, Hong Kong Special Administrative Region, China. Donna Kam Pun Wong is a lecturer in the department. She is particularly dedicated to utilizing participatory action research strategies in studying issues pertinent to people with disabilities or chronic illness. Veronica Pearson is a professor in the department where she has worked for many years. Her major interest is in mental health and in inclusive practices for marginalized groups. Eva Mei Kuen Lo is currently a fieldwork instructor at the Chinese University of Hong Kong. She has a wealth of experience, over the previous fifteen years, in supervising students' placements in a wide range of social work settings including rehabilitation, elderly and youth services. Correspondence should be addressed to: Donna Kam Pun Wong: Department of Social Work & Social Administration, University of Hong Kong, Hong Kong Special Administrative Region, China; e‐mail: [email protected]