| Description |
1 online resource |
| Series |
Routledge Series on Schools and Schooling in Asia Ser |
|
Routledge Series on Schools and Schooling in Asia Ser
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| Contents |
Global perspectives and the challenge of inclusive education -- Educational policies on the promotion of inclusion in Hong Kong schools -- Piecemeal policies and measures in supporting non-Chinese students in Hong Kong -- Autism Spectrum Disorder and high-functioning autism in children -- How to understand dyslexia : from domain-specific to domain general factors -- Speech, language and communication disorders -- Challenges for gifted and talented students in Hong Kong : insights from an asynchronous development perspective and Chinese cultural values -- Supporting students with emotional and behavioural challenges : considerations for inclusive education -- Interventions for students with Autism Spectrum Disorder -- Supporting Chinese students with dyslexia -- The effective functioning of SENCO in Hong Kong -- Managing diversity and diverse learning needs of ethnic minority -- Executive functioning intervention for students with ADHD -- Whole-school approaches to building inclusive classroom and school |
| Summary |
"This edited book is uniquely set in the context of Chinese societies. It deals with the issues of inclusive education in a Chinese context and examines inclusion from the experience of Hong Kong schools. Like other countries, in Hong Kong, inclusive education has been promoted through integrated education (IE) and the Whole-School Approach (WSA). Recently, the government has introduced the induction of Special Educational Needs Coordinator (SENCo) in each Hong Kong school to help diverse students, especially students with special educational needs (SEN) and to develop inclusive teaching and learning practices. This book is one of the first to examine the influence of contextual and Chinese cultural factors in the field of inclusive education, in regards to how schools support students with diverse learning needs and SEN. It also offers an account of context-specific measures towards promoting inclusive education. This book will help scholars and school practitioners in Asia in particular and in the West, in general, develop a comprehensive understanding of context-specific inclusive practices in education for students with diverse learning needs"-- Provided by publisher |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Ming-Tak Hue is currently a Professor and Co-Director of the Integrated Centre for Wellbeing. He was the head of the Department of Special Education and Counselling from 2013 - 2020. He obtained his PhD at the Institute of Education, the University of London, England. Shahid Karim is currently a Postdoctoral Fellow at The Education University of Hong Kong (EdUHK). Before he embarked on his PhD journey at EdUHK, he served at the Aga Khan University Institute for Education Development (AKU-IED), Karachi, as a research associate. He obtained his MA in Muslim Cultures at the Institute for the Study of Muslim Civilisations (AKU-ISMC) London, England |
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Description based on online resource; title from digital title page (viewed on April 28, 2022) |
| Subject |
Minorities -- Education -- China -- Hong Kong
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Inclusive education -- China -- Hong Kong
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Special education -- China -- Hong Kong
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Multicultural education -- China -- Hong Kong
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Individualized instruction -- China -- Hong Kong
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Universal design -- China -- Hong Kong
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Education and state.
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Teachers -- Training of.
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EDUCATION / Special Education / Learning Disabled
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EDUCATION / Special Education / Socially Handicapped
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EDUCATION / Comparative
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Education and state
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Inclusive education
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Individualized instruction
|
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Minorities -- Education
|
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Multicultural education
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Special education
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Teachers -- Training of
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Universal design
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China -- Hong Kong
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| Form |
Electronic book
|
| Author |
Hue, Ming-tak, editor.
|
|
Karim, Shahid, editor.
|
| LC no. |
2021056790 |
| ISBN |
9781032021775 |
|
1032021772 |
|
9781000582291 |
|
1000582299 |
|
9781000581492 |
|
1000581497 |
|
