Abstract
As the principle of including all students with diverse needs and providing them with equal opportunities to learn emerged decades ago, inclusive education has become a global movement of education reform in many countries, including Hong Kong (HK). Due to the structure of the educational system in HK, test scores are considered as the main variable to determine a student’s learning ability. Parents are under immense pressure in making sure that their children are making progress in classes and are in need of information about how to assist them. However, support for parents is often limited. This chapter will share how one elementary school in HK has successfully supported students with disabilities and their parents. Teacher, teacher assistant, and parent survey results consistently indicated that the school not only supported their students/children in inclusive classrooms but also ensured that parents were frequently informed of their child’s progress and engaged in the development of their child’s academic career.
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Lo, L., Lui, K.K., Leung, T.W. (2019). Engaging Families: A Case Study of an Elementary Inclusive School in Hong Kong. In: Lo, L., Xu, Y. (eds) Family, School, and Community Partnerships for Students with Disabilities. Advancing Inclusive and Special Education in the Asia-Pacific. Springer, Singapore. https://doi.org/10.1007/978-981-13-6307-8_12
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DOI: https://doi.org/10.1007/978-981-13-6307-8_12
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