Children with ASD as Part of the Learning Community in Three International Schools in Hong Kong: Practical Implications for Class Practice


Brenda Peters

Department of Special Education and Counseling, Hong Kong Institute of Education

Chris Forlin

Department of Learning Science, Hiroshima University/ Hong Kong Institute of Education

(Received 29 April 2013, Final revised version received 13 July 2013)

Since the Salamanca Statement (UNESCO, 1994), there has been a global rise in the numbers of children and young people with special educational needs, including those with Autism Spectrum Disorder (ASD), attending regular schools. The inclusion of children with ASD into regular classrooms has been mooted the most challenging for teachers. A wealth of research has investigated inclusive practices in the West. Little is known, however, about inclusive practices in Hong Kong schools for learners with ASD. This article, therefore, reports the results of a mixed methods study that focuses on enhancing social communication and interaction for learners with ASD. Extant inclusive class practices and opportunities for social interaction and communication for children with ASD in regular schools in Hong Kong, are identified and practical implications for class practice are discussed.

Key words: Autism, regular school, inclusive practices.

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