Inclusive classroom must embrace children with special education needs
York Chow lays out the steps we can take to provide the best education for all Hong Kong children, not least those with special needs. That begins with a pledge to embrace diversity
Hong Kong is lagging behind on inclusive education, while most advanced economies are moving ahead. Many students with special educational needs are not getting the support they require and deserve.
Last year, the UN Committee on the Rights of the Child issued its concluding observations following China's combined reports under the UN Convention on the Rights of the Child. Not surprisingly, the committee expressed its deep concern over children with disabilities in Hong Kong. It urged the government to "promptly identify and remove all the barriers, including physical, that prevent students with disabilities from entering and staying in the mainstream system … and reallocate resources from the special education system to promote the inclusive education in mainstream schools".
The benefits of inclusive education are well documented, not least because it imparts to all children the importance of empathy and acceptance, while enabling those with disabilities to form a positive sense of self. An inclusive classroom exposes children to communication with different groups, which trains them in multiple modes of expression and understanding. These are important skills in this age of globalisation, where cross-cultural competence is vital.
In short, with the right support, children learn better together. In adulthood, they will be more likely to embrace diversity, respect differences and fight for equality, not only for themselves but also for others. This is the foundation we need to foster a truly inclusive society.
Yet, despite these obvious gains, support measures to promote inclusive education remain woefully inadequate in this city. Indeed, the Equal Opportunities Commission (EOC) has long voiced our concern that students with disabilities should have access to equal learning opportunities through inclusive education.
Our study on this issue in 2012 found that the system is far from satisfactory. Nearly half the teachers had not received any training in this area, and over 60 per cent of principals felt that schools do not receive enough government resources to implement inclusive education. Given the current situation, this will be one of our priority areas over the next few years.