Dr Vivian Heung
Head, Centre for Special Needs and Studies in Inclusive Education

Professor Chris Forlin
Visiting Scholar, Department of Educational Psychology,
Counselling and Learning Needs, School of Foundations in Education

Background
The restructuring of education systems from a focus on integrating children with disabilities, to a more inclusive whole school approach requires consideration to be given to many different groups of children. These include those with specific disabilities, different cultural and ethnic backgrounds and socio-economic status, who are gifted and talented, or those who are potentially marginalised for a range of other reasons.

Professor Chris Forlin at a seminar sharing
her ideas and concepts on the implementation
of inclusive education in Hong Kong.

Hong Kong context
In Hong Kong this inclusive school movement is gradually gaining momentum. Following the evaluation of a pilot project on integration in schools conducted by HKIEd on behalf of the Education and Manpower Bureau from 1997 to 1999, the Government recommended a whole school approach to catering for its diverse student profiles. By 2003 there were 117 schools in Hong Kong involved in the integration project. A new funding model in 2004 has seen 169 primary schools opt to become involved as inclusive whole school communities.