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首页> 外文期刊>International Journal of Inclusive Education >Exploring organisational perspectives on implementing educational inclusion in mainstream schools
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Exploring organisational perspectives on implementing educational inclusion in mainstream schools

机译：探索在主流学校实施教育融合的组织观点

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摘要

Achieving equality remains a major challenge in schools globally. In Hong Kong, the current education policy has a core value that all students have the right to learn. Policy-makers and school personnel are struggling to find ways of catering for diverse learning needs in schools. Early in 2006, a self-initiated inclusive educational project has linked one mainstream school and a special school. Their project can be seen as a pioneer in the field of education, for it provides concrete recommendations to other education practitioners on initiating whole-school participation and joint-school partnerships, integrating such collaborations into the culture of the school, and encouraging teachers committed to student voice and engagement. This article records the qualitative case study comprising the teachers' self reports to demonstrate how teachers re-shaped their perceptions, beliefs and behaviours as they developed and implemented a school-based inclusion project. It is expected that the findings of this study will assist educators to further understand present challenges in the school system regarding managing diversity and attaining inclusive education goals. In particular, local schools are now facing the challenge to implement inclusive education.View full textDownload full textKeywordsinclusive education, special education needs, whole-school approachRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/13603116.2010.495792
机译：实现平等仍然是全球学校面临的主要挑战。在香港，现行的教育政策具有核心价值，即所有学生都有学习的权利。决策者和学校人员正在努力寻找方法来满足学校多样化的学习需求。 2006年初，一个自我启动的全纳教育项目将一所主流学校和一所特殊学校联系在一起。他们的项目可以被视为教育领域的先驱，因为它为其他教育从业者提供了具体建议，以启动全校参与和联合学校合作伙伴关系，将这种合作纳入学校文化，并鼓励致力于学生的声音和参与度。本文记录了定性的案例研究，其中包括教师的自我报告，以说明教师在开发和实施基于学校的融合项目时如何重塑他们的观念，信念和行为。预期这项研究的结果将有助于教育工作者进一步了解学校系统在管理多样性和实现全纳教育目标方面面临的挑战。特别是，本地学校现在面临实施融合教育的挑战。查看全文下载全文关键字融合教育，特殊教育需求，整校方法twitter，technorati，美味，linkedin，facebook，stumbleupon，digg，google，更多“，发布：” ra-4dff56cd6bb1830b“};添加到候选列表链接永久链接http://dx.doi.org/10.1080/13603116.2010.495792

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