Integration in Hong Kong early childhood education: perceptions, practice, and policy

Lai Ping Hui

doi:10.4225/23/59d33e4247a93

Integration in Hong Kong early childhood education: perceptions, practice, and policy

Lai Ping Hui

Graduate School of Education

Research output: Thesis › Doctoral Thesis

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Abstract

This qualitative study investigated integration education in Hong Kong mainstream Kindergarten-Cum-Child Care Centres (KCCCCs) for children aged 2-6 years. It interviewed 24 teachers (mainstream and special education teachers) and 4 principals in 4 KCCCCs in Hong Kong. The data was collected from June 2009 to June 2010 and involved focus group interviews, individual interviews, documentary research and case studies. It explores teachers' perceptions about integration education policy and practice. It recommends improved Government funding, training and guidelines for integration programs as well as better public education about the benefit of mainstreaming.

Original language	English
Qualification	Doctorate
Awarding Institution	The University of Western Australia
Award date	31 Jul 2017
DOIs	https://doi.org/10.4225/23/59d33e4247a93
Publication status	Unpublished - 2017

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10.4225/23/59d33e4247a93

THESIS - DOCTOR OF EDUCATION - HUI Lai Ping Dorothy - 2017
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Cite this

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KW - Perceptions

KW - Practice

KW - Policy

KW - Special education teacher

KW - Mainstream teacher

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Integration in Hong Kong early childhood education: perceptions, practice, and policy

Abstract

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