Chinese Children with ASD in Hong Kong: Development of inclusive practice

Brenna Farrow, Chris Forlin

Research output: Contribution to JournalArticle

Abstract

The advancement of inclusive educational provision
in the Asia-Pacific region has been guided by international
research. As one example, Hong Kong has
developed a unique and cultural response to inclusive
practice within the region. This paper reviews
Hong Kong’s development of inclusive education
practice for children with autism spectrum disorder
(ASD). It provides an account of how services in
education have developed for Chinese children with
ASD, from diagnosis to school placement, and how
the students are supported. A number of challenges
for the region are discussed including those related
to pedagogy, mentoring, placement, support and
the need for culturally appropriate professional
learning.
Original languageEnglish
Article number1
Pages (from-to)87-99
Number of pages12
JournalJournal of Research in Special Educational Needs
Volume11
Issue number2
Publication statusPublished - 2010

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