Still not inclusive? A critical analysis of changing the SENCO policy in a Chinese school community

References

• Ainscow, M., A. Dyson, and S. Weiner. 2013. “From Exclusion to Inclusion: A Review of International Literature on Ways of Responding to Students with Special Educational Needs In Schools.” En-clave Pedagógica 13 (2013/14): 13–30.
   Google Scholar
• Booth, T., and M. Ainscow. 2011. Index for Inclusion: Developing Learning and Participation in Schools. Bristol: Centre for Studies Inclusive Education.
   Google Scholar
• Cheng, A. Y. N. 2009. “Analysing Complex Policy Change in Hong Kong: What Role for Critical Discourse Analysis?” International Journal of Educational Management 23 (4): 360–366.
   Google Scholar
• Cheung, R. 2017. “Hong Kong Students with Special Needs not Properly Supported by Government Education System.” South China Morning Post.
   Google Scholar
• Cowne, E. 2005. “What Do Special Educational Needs Coordinators Think They Do?” Support for Learning 20 (2): 61–68.
   Google Scholar
• Cowne, E., C. Frankl, and L. Gerschel. 2015. The SENCO Handbook: Leading and Managing a Whole School Approach. 6th ed.Abingdon: Routledge.
   Google Scholar
• Crawford, N., V. Heung, E. Yip, and C. Yuen. 1999. “Integration in Hong Kong: Where are We Now and What Do We Need to Do? A Review of the Hong Kong Government’s Pilot Project.” Hong Kong Special Education Forum 2 (2): 1–12.
   Google Scholar
• Dale, R. 1999. “Specifying Globalization Effects on National Policy: A Focus on the Mechanisms.” Journal of Education Policy 14 (1): 1–17.
   Web of Science ®Google Scholar
• D’Alessio, S., and A. Watkins. 2009. “International Comparisons of Inclusive Policy and Practice: Are We Talking about the Same Thing?” Research in Comparative and International Education 4 (3): 233–249.
   Google Scholar
• DfE. 2014. Special Educational Needs and Disability Code of Practice: 0 to 25 Years. London: DfE.
   Google Scholar
• DfE (Department for Education). 1994. Code of Practice on the Identification and Assessment of Special Educational Needs. London: DfE.
   Google Scholar
• Done, E. J., M. Murphy, and H. Knowler. 2015. “Mandatory Accreditation for Special Educational Needs Co-ordinators: Biopolitics, Neoliberal Managerialism and the Deleuzo–Guattarian ‘War Machine’.” Journal of Education Policy 30 (1): 86–100.
   Web of Science ®Google Scholar
• Dunn, W. N. 2012. Public Policy Analysis. 5th ed.Boston, MA: Pearson.
   Google Scholar
• EDB (Education Bureau). 2008. Operation Guide on the Whole School Approach to Integrated Education. 1st ed. Hong Kong SAR: The Government of Hong Kong Special Administrative Region.
   Google Scholar
• EDB (Education Bureau). 2010. Operation Guide on the Whole School Approach to Integrated Education. 2nd ed. Hong Kong SAR: The Government of Hong Kong Special Administrative Region.
   Google Scholar
• EDB (Education Bureau). 2014. Operation Guide on the Whole School Approach to Integrated Education. 3rd ed. Hong Kong SAR: The Government of Hong Kong Special Administrative Region. Chinese version only.
   Google Scholar
• ED (Education Department). 2001. Operation Guide on Integrated Education. Hong Kong SAR: The Government of Hong Kong Special Administrative Region.
   Google Scholar
• Eleweke, C. J., and M. Rodda. 2002. “The Challenge of Enhancing Inclusive Education in Developing Countries.” International Journal of Inclusive Education 6 (2): 113–126.
   Google Scholar
• Emanuelsson, I. 2001. “Reactive Versus Proactive Support Coordinator Roles: An International Comparison”. European Journal of Special Needs Education 16 (2): 133–142.
   Google Scholar
• EMB (Education and Manpower Branch). 1993. School Education in Hong Kong: A Statement of Aims. Hong Kong: the Government Printer.
   Google Scholar
• EOC (Equal Opportunities Commission). 2012. Report: Study on Equal Learning Opportunities for Students with Disabilities Under the Integrated Education System. HKSAR: Centre for Special Educational Needs and Inclusive Education, The Hong Kong Institute of Education.
   Google Scholar
• ERO (Education Review Office). 2015. Inclusive Practices for Students with Special Needs in Schools. Wellington: ERO.
   Google Scholar
• Evans, J., and I. Lunt. 2002. “Inclusive Education: are there Limits?” European Journal of Special Needs Education 17 (1): 1–14.
   Google Scholar
• Fairclough, N. 2012a. “Critical Discourse Analysis.” In Discourse Analysis: Putting our Worlds into Words, edited by Susan Strauss and Parastou Feiz, 312–343. New York, NY: Routledge.
   Google Scholar
• Fairclough, N. 2012b. “Critical Discourse Analysis.” In Routledge Handbook of Discourse Anslysis, edited by James Paul Gee and Michael Handford, 9–20. New York, NY: Routledge.
   Google Scholar
• Forestier, K., and M. Crossley. 2015. “International Education Policy Transfer – Borrowing Both Ways: the Hong Kong and England Experience.” Compare: A Journal of Comparative and International Education 45 (5): 664–685.
   Web of Science ®Google Scholar
• Gee, J. P., and M. Handford. 2012. “Introduction.” In The Routledge Handbook of Discourse Analysis, edited by James P. Gee and Michael Handford, 1–6. New York: Routledge.
   Google Scholar
• Grahama, L. J., and M. Jahnukainen. 2011. “Wherefore Art Thou, Inclusion? Analysing the Development of Inclusive Education in New South Wales, Alberta and Finland.” Journal of Education Policy 26 (2): 263–288.
   Web of Science ®Google Scholar
• Hallett, F., and G. Hallett. 2010. Transforming the Role of the SENCO: Achieving the National Award for SEN Co-ordination. Maidenhead: Open University Press.
   Google Scholar
• Henderson, R. 2005. “A Faircloughian Approach to CDA: Principled Eclecticism or a Method Searching for a Theory?” Melbourne Studies in Education 46 (2): 9–24.
   Google Scholar
• Hodkinson, A. 2010. “Inclusive and Special Education in the English Educational System: Historical Perspectives, Recent Developments and Future Challenges.” British Journal of Special Education 37 (2): 61–67.
   Google Scholar
• Hong Kong Economic Journal. 2016. 時事評論: 專業為公 (Commentary: Professionalism). HK: Hong Kong Economic Journal (A16).
   Google Scholar
• Hong Kong Professional Teachers Union. 2016. 9成半受訪學校贊成特殊需要學生統籌主任常額化就關愛基金撥款聘用特教統籌主任問卷調查結果 (90% of the Responded Schools Support to Regularize the SENCO for SEN Students). HK: HKPTU.
   Google Scholar
• Hui, L. H. 2003. “Integrated or Inclusive Education: A Future Direction for Hong Kong Education (融合或全納教育：未來香港教育邁進的方向).” In Education Development and Curriculum Reform (教育發展與課程革新：兩岸四地的變革與創新). edited by Dingyi Gu, Shaowei Hu, and Xiaopeng Li, 1–14. Macau,China: ACEI Publication.
   Google Scholar
• Jann, W., and K. Wegrich. 2007. “Theories of the Policy Cycle.” In Handbook of Public Policy Analysis: Theory, Politics, and Methods, edited by Frank Fischer, Gerald J. Miller, and Mara S. Sidney, 43–62. Boca Raton: Taylor & Francis Group.
   Google Scholar
• Kennedy-Lewis, B. L. 2014. “Using Critical Policy Analysis to Examine Competing Discourses in Zero Tolerance Legislation: Do We Really Want to Leave No Child Behind?” Journal of Education Policy 29 (2): 165–194.
   Web of Science ®Google Scholar
• Kivirauma, J., K. Klemelä, and R. Rinne. 2006. “Segregation, Integration, Inclusion—the Ideology and Reality in Finland.” European Journal of Special Needs Education 21 (2): 117–133.
   Google Scholar
• Layton, L. 2005. “Special Educational Needs Coordinators and Leadership: A Role too far?” Support for Learning 20 (2): 53–60.
   Google Scholar
• LCPoE. 2012. Progress of Implementing Integrated Education in Ordinary Schools and the Way Forward, LC Paper No. CB(2)2518/11-12(01). Hong Kong SAR: The Government of Hong Kong Special Administrative Region.
   Google Scholar
• LCPoE. 2014. Report of Subcommittee on Integrated Education, LC Paper No. CB(4)1087/13-14(01). Hong Kong SAR: The Government of Hong Kong Special Administrative Region.
   Google Scholar
• LCPoE. 2016. Pilot Project on Special Educational Needs Coordinators, LC Paper No. CB(4)729/15-16(05). Hong Kong SAR: The Government of Hong Kong Special Administrative Region.
   Google Scholar
• LCPoE. 2017a. Background Brief on Issues Related to the Pilot Project on Special Educational Needs Coordinators, CB(4)1165/16-17(04). Hong Kong SAR: The Government of Hong Kong Special Administrative Region.
   Google Scholar
• LCPoE. 2017b. Latest Progress of Support Measures for Students with Special Educational Needs and the Pilot Project on Special Educational Needs Coordinators, LC Paper No. CB(4)1165/16-17(03). Hong Kong SAR: The Government of Hong Kong Special Administrative Region.
   Google Scholar
• LCPoE (Legislative Council Panel on Education). 2017c. A Paper for Discussion: Priority Measures to Support Quality Education. Hong Kong SAR: The Government of Hong Kong Special Administrative Region.
   Google Scholar
• LCSoP (Legislative Council Subcommittee on Poverty). 2015. Enhanced Support for Secondary, Primary And Post-Secondary Students with Special Educational Needs and Financial Needs, LC Paper No. CB(2)1064/14-15(02). Hong Kong SAR: The Government of Hong Kong Special Administrative Region.
   Google Scholar
• Liasidou, A. 2008. “Critical Discourse Analysis and Inclusive Educational Policies: The Power to Exclude.” Journal of Education Policy 23 (5): 483–500.
   Web of Science ®Google Scholar
• Mackenzie, S. 2007. “A Review of Recent Developments in the Role of the SENCo in the UK.” British Journal of Special Education 34 (4): 212–218.
   Google Scholar
• McMaster, C. 2007. “The Inclusive Practices Tools: Trying to Take a Short Cut to Inclusion?” New Zealand Journal of Teachers’ Work 10 (2): 220–230.
   Google Scholar
• Metro Daily. 2016. Commentary. HK: Metro Daily.
   Google Scholar
• Miles, S., and N. Singal. 2010. “The Education for All and Inclusive Education Debate: Conflict, Contradiction Or Opportunity?” International Journal of Inclusive Education 14 (1): 1–15.
   Web of Science ®Google Scholar
• Ming Pao Daily. 2016. Education. Hong Kong SAR: Ming Pao Daily.
   Google Scholar
• Mittler, P. J. 2013. Overcoming Exclusion: Social Justice through Education. New York, NY: Routledge.
   Google Scholar
• NCTL (National College for Teaching and Leadership). 2015. National Award for SEN Co-ordination: Learning Outcomes. Manchester: National College for Teaching and Leadership.
   Google Scholar
• Northway, R. 1997. “Integration and Inclusion: Illusion or Progress in Services for Disabled People?” Social Policy & Administration 31 (2): 157–172.
   Web of Science ®Google Scholar
• OECD. 2008. Policy Brief: Ten Steps to Equity in Education. Paris: OECD.
   Google Scholar
• Oriental Daily News. 2016. 九成受訪教師: 融合教育添困難 [90% Interviewed Teachers: Difficulty of Integrated Education]. HK: Oriental Daily News (A16).
   Google Scholar
• Pearson, S. 2010. “The Role of Special Educational Needs Coordinators (SENCOs): ‘To be or not to be’.” Psychology of Education Review 34 (2): 30–38.
   Google Scholar
• Pearson, S., M. Rapti, and R. Mitchell. 2015. “‘I Will be “Fighting” Even More for Pupils with SEN’: SENCOs’ Role Predictions in the Changing English Policy Context.” Journal of Research in Special Educational Needs 15 (1) 48–56.
   Web of Science ®Google Scholar
• Peters, S. J. 2007. “Education for All? A Historical Analysis of International Inclusive Education Policy and Individuals with Disabilities.” Journal of Disability Policy Studies 18 (2): 98–108.
   Google Scholar
• Pinnock, H., and H. Nicholls. 2012. Global Teacher Training and Inclusion Survey: Report for UNICEF Rights, Education and Protection Project (REAP). New York, NY: UNICEF.
   Google Scholar
• Poole, B. 2010. “Commitment and Criticality: Fairclough’s Critical Discourse Analysis Evaluated.” International Journal of Applied Linguistics 20 (2): 137–155.
   Google Scholar
• Poon-McBrayer, K. F. 2012. “Implementing the SENCo System in Hong Kong: An Initial Investigation.” British Journal of Special Education 39 (2): 94–101.
   Google Scholar
• Poon-McBrayer, K. F. 2014. “The Evolution from Integration to Inclusion: The Hong Kong Tale.” International Journal of Inclusive Education 18 (10): 1004–1013.
   Web of Science ®Google Scholar
• Poon-McBrayer, K. F. 2017. “School Leaders’ Dilemmas and Measures to Instigate Changes for Inclusive Education in Hong Kong.” Journal of Educational Change, 18 (3): 295–309.
   Web of Science ®Google Scholar
• Strauss, S., and P. Feiz. 2014. “Introduction: Discourse, Words, and the World.” In Discourse Analysis Putting our Worlds into Words, edited by Susan Strauss and Parastou Feiz, 1–8. New York: Routledge.
   Google Scholar
• Szeto, E. 2017. “Equal Educational Opportunity? Global Policy Development and Local Practices in Diverse School Contexts.” Hong Kong Journal of Special Education 18: 1–13.
   Google Scholar
• Takala, M., R. Pirttimaa, and M. Törmänen. 2009. “Insights into Inclusive Education through a Small Finnish Case Study of an Inclusive School Context.” British Journal of Special Education 36 (3): 161–172.
   Google Scholar
• Taylor, S. 2004. “Researching Educational Policy and Change in ‘New Times’: Using Critical Discourse Analysis.” Journal of Education Policy 19 (4): 433–451.
   Web of Science ®Google Scholar
• Taylor, D. 2014. “In-school Factors Associated with the SENCO Role that Influence the Rate of Referral to the RTLB Service.” Unpublished dissertation, Master in Education Psychology. New Zealand: Massey University.
   Google Scholar
• Tse, T. K. C. 2005. “Quality Education in Hong Kong: The Anomalies of Managerialism and Marketization.” In Education Reform and the Quest for Excellence: The Hong Kong Story, edited by L. S. Ho, P. ‌ Morris, and Y. P. Chung, 99–123. Hong Kong SAR: Hong Kong University Press.
   Google Scholar
• UNESCO. 1994. The Salamanca Statement and Framework for Action on Special Needs Education. Paris: UNESCO.
   Google Scholar
• UNESCO. 2015. EFA Global Monitoring Report: Education for all 2000–2015: Achievements and Challenges. Paris: UNESCO.
   Google Scholar
• Van Dijk, T. A. 2008. “Critical Discourse Analysis and Nominalization: Problem or Pseudo-Problem?” Discourse & Society 19 (6): 821–828.
   Web of Science ®Google Scholar
• Vislie, L. 2003. “From Integration to Inclusion: Focusing Global Trends and Changes in the Western European Societies.” European Journal of Special Needs Education 18 (1): 17–35.
   Google Scholar
• Wedell, K. 2014. “Points from the SENCo-Forum: The ‘Best Endeavours’ of SENCos and their Schools.” British Journal of Special Education 41 (2): 212–214.
   Google Scholar
• Westwood, Peter. 1999. “Moving Toward Inclusion in Hong Kong? Proceed with Caution: A Personal Viewpoint.” Hong Kong Special Education Forum 2 (1): 29–38.
   Google Scholar
• Wylie, C. 2000. Picking up the Pieces: Review of Special Education. Wellington: New Zealand Council for Educational Research.
   Google Scholar
• Yeung, L. 2015. “Mainstream Hong Kong Schools Failing Special-needs Pupils.” South China Morning Post.
   Google Scholar