Educational Research Journal


2008.第23卷第1期(Vol. 23 No. 1).pp. 135–156


Knowledge Bottleneck: Constraints Faced by Mainstream Schools Implementing Inclusive Education

譚偉明、梁昌文(Frank Wai-Ming TAM & Kelvin Cheong-Man LEUNG)





Recently, Hong Kong has implemented an inclusive education policy, which aims to enable students with special educational needs to study in mainstream schools. In order to facilitate mainstream schools to implement inclusive education policy effectively, the education authority attempts to provide supports of various types, and one of them is Special Needs Education Resource Center, which is a professional support network composed of one special school and several mainstream schools. The present study is an attempt to investigate the effectiveness of this support network from the perspective of knowledge management. This study employs case study method, and the target is one special school and four mainstream schools within a professional support network. The researcher collected interview information from eight teachers and one social worker. Findings of the study suggest that four constraints exist in the network for supporting mainstream schools to implement inclusive education. These are knowledge constraint, resource constraint, ideological constraint, and institutional constraint. The first two constraints can be resolved by putting in time and more resources, but the latter two constraints are harder to deal with immediately because they are related to cultural elements within our society.