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Fuk-chuen Ho and Cici Sze-ching Lam

Hong Kong has adopted a dual-track system of the education for students with special educational needs (SEN). The system provides a diverse school education to cater to the individual needs of students. In principle, students with SEN are encouraged to receive education in ordinary schools as far as possible. Students with severe SEN or multiple disabilities, however, can be referred to special schools for intensive support services upon the recommendation of specialists and with parents’ consent. Before the launch of the pilot scheme of integrated education in 1998, students with SEN were mostly placed in special schools. The change from a mono-track system to a dual-track system caused concerns for teachers in ordinary schools. This is because integrated education is more than placing students with SEN in ordinary classrooms. It involves a total change in the way schools and teachers operate. Teachers require the skills and background knowledge to support a diverse range of students in the classroom through ordinary classroom practices, and the ability to meet the needs of every student as an individual. In Hong Kong, most teachers have particular concerns about the short duration of training in professional development, the difficulties in the design of the curriculum and assessment differentiation under the three-tier support system, the practice of collaboration among different teaching teams, and the change of administrators’ perceptions on the education of students with SEN. The central authority and the school community should work collaboratively to deal with these pressing difficulties.