Document Type
Journal Article
Department/Unit
Department of Education Studies
Language
English
Abstract
An education reform policy and inclusive education policy have been implemented in Hong Kong for over a decade. As more students with special educational needs have entered the mainstream education system under these policies, Hong Kong's primary music classrooms offer a site where three policies interact—the education reform policy entitled “Learning to Learn,” the policy of inclusive education, and the undeclared “policy” of making savings in the government budget. This article seeks to explore the results of the interaction of these three policies. A qualitative study was carried out to investigate the views of Hong Kong primary school music teachers on the policy of inclusion in relation to music teaching. Insufficient support in inclusive learning in “non-core” subjects, such as music, is evidenced.
Keywords
Education policy, Hong Kong, inclusive education, primary music teachers
Publication Date
2016
Source Publication Title
Arts Education Policy Review
Volume
117
Issue
2
Start Page
130
End Page
140
Publisher
Taylor & Francis
DOI
10.1080/10632913.2014.966286
Link to Publisher's Edition
https://doi.org/10.1080/10632913.2014.966286
ISSN (print)
10632913
ISSN (electronic)
19404395
APA Citation
Wong, M., & Chik, M. (2016). Inclusive education policy in the Hong Kong primary music classroom. Arts Education Policy Review, 117 (2), 130-140. https://doi.org/10.1080/10632913.2014.966286