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

Included in

Education Commons

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