NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ960011
Record Type: Journal
Publication Date: 2012
Pages: 14
Abstractor: As Provided
Reference Count: 56
ISSN: ISSN-0306-9885
Inclusion Practices with Special Educational Needs Students in a Hong Kong Secondary School: Teachers' Narratives from a School Guidance Perspective
Hue, Ming-tak
British Journal of Guidance & Counselling, v40 n2 p143-156 2012
Schools in Hong Kong are concerned about the growing enrolments of students with special educational needs (SEN) and how these students could be included in school guidance. This study examines teachers' narratives of the inclusivity of school guidance. The study was qualitative, being a case study of a Hong Kong secondary school. School documents were collected for textual analysis and semi-structured interviews with 13 teachers were conducted, including nine guidance teachers and four other teachers who worked closely with these guidance teachers. Four dimensions for the inclusivity of school guidance were identified: the development of inclusive practices of guidance, the adoption of a proactive approach, the promotion of inclusive discipline, and the clear definition of the partnership between school guidance and professional organization offering specialised services for students with SEN. The study provides insights into contextual influences of Hong Kong education on school guidance and the development of an inclusive approach to guidance. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong