This book offers a comprehensive overview of how inclusion for students with special educational needs (SEN) has developed and is continuing to evolve in mainstream schools across the Asia-Pacific region. The authors provide an applied analysis of inclusive education in 10 geographical settings, covering legislative, historical, and cultural perspectives. A diverse range of factors that influence inclusive policy-to-practice implementation in these contexts are highlighted, and practical strategies to address some key issues are put forward. The settings in focus are the Maldives, Singapore, the Republic of Korea, Mainland China, Hong Kong, Macao, Japan, Province of British Columbia Canada, New Zealand, and Australia.
Mục lục
Part I Introduction.- Chapter 1 The Nature of Inclusion in the Asia-Pacific.- Chapter 2 Inclusion from a Global Social Policy Perspective.- Part II Inclusive Education in Asia-Pacific Contexts.- Chapter 3 The Journey of Inclusive Education – The Story of the Maldives.- Chapter 4 The Inclusion of Students with Special Educational Needs in Singapore: Progress and Challenges.- Chapter 5 Teacher Resilience in the Chinese Context of “Learning in Regular Classroom”: A Powerful Response to “Lazy Inclusivism”.- Chapter 6 Inclusive Education in a Chinese Context: A Hong Kong Perspective.- Chapter 7 Colonial Legacy, Social Harmony and the Backwash Effects of Competitive Oriented Schools in the Implementation of Inclusive Education in Macao SAR.- Chapter 8 Inclusive Education in Republic of Korea: From Physical Inclusion to Academic and Social Inclusion.- Chapter 9 The Inclusive Educational System and Practice in Japan.- Chapter 10 Inclusive Education in British Columbia: Looking Back and Moving Forward.- Chapter 11 Just Education or Empty Promises? A Critique of New Zealand’s Education Conversation.- Chapter 12 Inclusive Education in Australia: An Unfolding Reform.- Part III Conclusion.- Chapter 13 Inclusive Education in the Asia-Pacific: Moving Forward with Communication and Intent.
Giới thiệu về tác giả
Dr Wendi Beamish is an Adjunct Senior Lecturer in the School of Education and Profession Studies, Griffith University, Australia. She has more than 45 years’ experience in the field of special needs education and early childhood intervention. Her research interests focus on recommended teacher practice in the areas of autism, educational transitions, inclusive education, behavioural support, and early intervention. Dr Beamish has published over 100 journal articles and book chapters as well as editing several books. She is a co-editor of the CAISE Book Series:
Advancing Inclusive and Special Education in the Asia-Pacific.
Dr Mantak Yuen is an Associate Professor and Co-Director of the Centre for Advancement in Inclusive and Special Education in the Faculty of Education at the University of Hong Kong. He has worked as a secondary school teacher and an educational psychologist in the Education Department (Psychological Services, Special Education Section) ofthe Hong Kong Government. He is a Fellow of Hong Kong Psychological Society and Fellow of the Hong Kong Professional Counselling Association. He received the Faculty Outstanding Research Student Supervisor Award. He coordinates the HKU Faculty of Education MEd course in Guidance and Counselling as well as Career Education and Gifted Education courses. He served as the Director of the Doctor of Education Programme. His academic and professional interests focus on guidance and counselling, life skills and talent development, gifted education, positive psychology, and special needs education. He is a prolific writer who has published over 170 journal articles and book chapters and has edited more than 10 journal special issues and books. Dr Yuen is lead editor of the CAISE Book Series:
Advancing Inclusive and Special Education in the Asia-Pacific.
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