2016．第44卷第2期（Vol. 44 No. 2）．pp. 183–217
Dilemmas of Inclusive Practice Under the New Senior Secondary Curriculum Reform in Hong Kong
余玉珍、尹弘飈（Yuk-Chun YU & Hong-Biao YIN）
In 2001, Hong Kong started a comprehensive and fundamental curriculum reform through introducing Learning to Learn: The Way Forward in Curriculum. In 2009, the New Senior Secondary (NSS) curriculum reform was implemented. The reform involved changes in the structure of educational system, curriculum and the examination system. In addition, integration was piloted in Hong Kong in 1997. Students with special educational needs (SEN) were given equal opportunities to access to mainstream education. In 2008, Hong Kong secondary schools began to implement the inclusive education policy with whole-school approach. At the same time, secondary schools were facing declining enrolment of school-aged children, enormous NSS curriculum reform, and the fine-tuning medium-of-instruction policy. Implementing inclusive education under NSS of Hong Kong became even more difficult. The discrepancies between “celebrating diversity” of inclusion and the elite-based educational practices have been known to be key barriers to implementing inclusive education in Hong Kong. This article focused on the situations and dilemmas of inclusive practice under NSS curriculum reform in Hong Kong. Firstly, this article introduced the situations and problems of inclusive practice under NSS; secondly, it analyzed the dilemmas of inclusive practice under the NSS curriculum reform; finally, the article analyzed the orientation of resolving the dilemmas of inclusive practice — enhancing quality education for all by leading to wider-ranging curricula and instructional strategies that contribute to catering for learner diversity. Overall, teachers and their students are under dual pressure because the NSS curriculum reform widens individual differences in schools. Moreover, SEN students are particularly vulnerable in disadvantaged schools while teachers are incapable of teaching them. Implementing inclusive education in the NSS curriculum reform of Hong Kong is full of difficulties and challenges.
Keywords: curriculum reform; curriculum implementation; inclusive practice; dilemma