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Authentic school partnerships for enabling inclusive education in Hong Kong

Authors

  • Chris Forlin,

    Corresponding author
    1. Hong Kong Institute of Education, Hong Kong;
      Professor Chris Forlin,
      Department of Educational Psychology, Counseling and Learning,
      D2-2F-14, Hong Kong Institute of Education,
      10 Lo Ping Road,
      Tai Po, New Territories, Hong Kong.
      Email: cforlin@ied.edu.hk.
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  • Richard Rose

    1. University of Northampton
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Professor Chris Forlin,
Department of Educational Psychology, Counseling and Learning,
D2-2F-14, Hong Kong Institute of Education,
10 Lo Ping Road,
Tai Po, New Territories, Hong Kong.
Email: cforlin@ied.edu.hk.

Abstract

Education reform towards a whole school approach to catering for diversity within Hong Kong government schools has seen the initiation of several strategies to support mainstream schools in this transition. One of these approaches is the use of a resource school model. Special and mainstream schools in Hong Kong are being invited to establish themselves as resource support hubs for partner mainstream schools. This paper investigates how this model is being implemented by considering one of each type of resource school. Three broad themes have emerged that relate to the type of support being offered and sought: the school ethos and culture of the partner schools; and management issues. The effectiveness of a resource model is evaluated for its use in Hong Kong.

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