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S Routledge Series on Schools and Schooling in Asia
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I SUPPORTING DIVERSE
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C STUDENTS IN ASIAN
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V INCLUSIVE CLASSROOMS
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S FROM POLICIES AND THEORIES TO PRACTICE
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S Edited by Ming-Tak Hue and Shahid Karim
Supporting Diverse Students
in Asian Inclusive Classrooms
This edited book is uniquely set in the context of Chinese societies. It deals with
the issues of inclusive education in a Chinese context and examines inclusion
from the experience of Hong Kong schools.
Like other countries, in Hong Kong, inclusive education has been promoted
through Integrated Education (IE) and the Whole-School Approach (WSA).
Recently, the government has introduced the induction of Special Educational
Needs Coordinator (SENCO) in each Hong Kong school to help diverse stu-
dents, especially students with special educational needs (SEN) and to develop
inclusive teaching and learning practices. This book is one of the first to examine
the influence of contextual and Chinese cultural factors in the field of inclusive
education, in regard to how schools support students with diverse learning needs
and SEN. It also offers an account of context-specific measures towards promot-
ing inclusive education.
This book will help scholars and school practitioners in Asia in particular
and in the West, in general, develop a comprehensive understanding of context-
specific inclusive practices in education for students with diverse learning needs.
Ming-Tak Hue is currently a Professor and Co-Director of the Integrated Cen-
tre for Wellbeing. He was the head of the Department of Special Education and
Counselling from 2013 to 2020. He obtained his PhD at the Institute of Educa-
tion, the University of London, England.
Shahid Karim is currently a Postdoctoral Fellow at The Education University
of Hong Kong (EdUHK). Before he embarked on his PhD journey at EdUHK,
he served at the Aga Khan University Institute for Education Development
(AKU-IED), Karachi, as a research associate. He obtained his MA in Muslim
Cultures at the Institute for the Study of Muslim Civilisations (AKU-ISMC),
London, England.
Routledge Series on Schools and Schooling in Asia
Series editor: Kerry J. Kennedy
Teacher empowerment and cultural context
The case of Brunei Darussalam
Shanthi Thomas
Teachers’ Work and Emotions
A Sociological Analysis
Kwok Kuen Tsang
Asian Education Miracles
In Search of Sociocultural and Psychological Explanations
Edited by Gregory Arief D. Liem and Ser Hong Tan
Cross-bordering Dynamics in Education and Lifelong Learning
A Perspective from Non-formal Education
Edited by Hideki Maruyama
Social Studies Education in East Asian Contexts
Edited by Kerry J. Kennedy
School Climate Matters
Shanghai Schools from a Comparative Perspective
Bo Ning
School Reform and Democracy in East Asia
Edited by Masamichi Ueno
Free Learning
A Student-Directed Pedagogy in Asia and Beyond
Edited by Ross Parker, David Coniam and Peter Falvey
Supporting Diverse Students in Asian Inclusive Classrooms
From Policies and Theories to Practice
Edited by Ming-Tak Hue and Shahid Karim
For the full list of titles in the series, please visit: https://www.routledge.com/
Routledge-Series-on-Schools-and-Schooling-in-Asia/book-series/RSSSA
Supporting Diverse Students
in Asian Inclusive Classrooms
From Policies and Theories to Practice
Edited by
Ming-Tak Hue and Shahid Karim
First published 2022
by Routledge
4 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
605 Third Avenue, New York, NY 10158
Routledge is an imprint of the Taylor & Francis Group,
an informa business
© 2022 selection and editorial matter, Ming-Tak Hue and Shahid
Karim; individual chapters, the contributors
The right of Ming-Tak Hue and Shahid Karim to be identified as the
authors of the editorial material, and of the authors for their individual
chapters, has been asserted in accordance with sections 77 and 78 of
the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or
reproduced or utilised in any form or by any electronic, mechanical,
or other means, now known or hereafter invented, including
photocopying and recording, or in any information storage or
retrieval system, without permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks
or registered trademarks, and are used only for identification and
explanation without intent to infringe.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
A catalog record has been requested for this book
ISBN: 9781032021706 (hbk)
ISBN: 9781032021720 (pbk)
ISBN: 9781032021775 (ebk)
DOI: 10.4324/9781032021775
Typeset in Galliard
by KnowledgeWorks Global Ltd.
Contents
List of figures vii
List of tables viii
List of contributors ix
Series Editor’s Note xiii
SECTION I
INTRODUCTION 1
1 Global Perspectives and the Challenge of Inclusive Education 3
SHAHID KARIM AND MING-TAK HUE
2 Educational Policies on the Promotion of Inclusion
in Hong Kong Schools 23
MING-TAK HUE
3 Piecemeal Policies and Measures in Supporting Non-Chinese
Students in Hong Kong 40
SHAHID KARIM
SECTION II
THEORY AND RESEARCH ON STUDENTS WITH SEN 55
4 Autism Spectrum Disorder and High-functioning
Autism in Children 57
DA JIANG
5 How to Understand Dyslexia: From Domain-specific
to Domain General Factors 73
DUO LIU AND ZHENGYE XU
vi Contents
6 Speech, Language and Communication Disorders 90
SUK HAN LAU POLLY
7 Challenges for Gifted and Talented Students in Hong Kong:
Insights from an Asynchronous Development Perspective
and Chinese Cultural Values 108
MAVIS WU-JING HE, ANNA NA-NA HUI AND TIM I-MAU TSANG
8 Supporting Students with Emotional and Behavioural
Challenges: Considerations for Inclusive Education 124
SHAHID KARIM
SECTION III
SCHOOL PRACTICES FOR INCLUSION 143
9 Interventions for Students with Autism Spectrum Disorder 145
EMILY WING SZE CHOW
10 Supporting Chinese Students with Dyslexia 161
LI-CHIH WANG AND TINGTING WANG
11 The Effective Functioning of SENCO in Hong Kong 176
MING-TAK HUE
12 Managing Diversity and Diverse Learning Needs of Ethnic
Minority Students 192
RIZWAN ULLAH
13 Executive Functioning Intervention for Students
with ADHD 211
KEAN POON
CONCLUSION 227
14 Whole-School Approaches to Building Inclusive Classroom
and School 229
MING-TAK HUE AND SHAHID KARIM
Index 244
Figures
6.1 Types of Speech, Language and Communication Needs 98
10.1 The principles of radical group text teaching 166
12.1 Theoretical framework on managing diversity and diverse
learning needs 197
12.2 Differentiated PI Matrix 204
Tables
3.1 Skerrett and Hargreaves’ Educational Orientations to Diversity 51
4.1 Summary of the Strategies for ASD Children in General 59
4.2 Summary of the Strategies for HFA Children 62
6.1 Topic-Prominent Feature and Grammatical Morphemes
of Cantonese 92
6.2 Examples of Lexical and Syntactic Devices Used in Spoken
Discourse 96
8.1 Approaches for Supporting Students with EBCs 126
12.1 Categorisation of NCSS Intensity in Schools 198
12.2 Parent Type, Characteristics and Strategy Direction 205
Contributors
Emily Wing Sze Chow is a Lecturer in the Department of Special Education
and Counselling at The Education University of Hong Kong. She has been
a general education and special education teacher for more than 10 years
in public schools and universities in Melbourne, Australia and Hong Kong
SAR. She conducts research in inclusive education, with a focus on students
with autism and diverse learning needs. She has been the primary investigator
on funded projects and has led professional development opportunities for
teachers at local public and international schools. She teaches courses cater-
ing to students with diverse learning needs to regular primary and secondary
school in-service teachers.
Mavis Wu-jing He is an Assistant Professor of the Department of Special
Education and Counselling, The Education University of Hong Kong. Her
research interests include creativity, giftedness and gifted education. Her
research works aim to contribute to uncovering the critical factors that may
facilitate creativity development and gifted education. She has published
research findings that highlight (1) the critical roles of cognitive appraisals,
gender, enrichment, personality traits and school climate in facilitating cre-
ativity development and (2) the concerted effort with a tight alignment of
policy, practice and research to support effective gifted education. Dr He has
substantial teaching experience in training pre-service and in-service teachers
on gifted education and in developing curriculums and programs in gifted
and special educations. She also serves as a member of the Curriculum Devel-
opment Council – Gifted Education of the Education Bureau in Hong Kong
in 2013–2019.
Ming-Tak Hue is currently a Professor in the Department of Special Educa-
tion and Counselling and a Co-Director of Integrated Centre for Wellbe-
ing (I-WELL), The Education University of Hong Kong. He also leads the
Diversity, Equity and Social Inclusion Research Group (DESI). Professor
Hue obtained his PhD at the Institute of Education, the University of Lon-
don, England. He has extensive teaching experience in secondary schools,
with active involvement in school counselling and discipline and supporting
both primary and secondary schools at the various levels of student support,
