Inclusive education policy in the Hong Kong primary music classroom

Marina W Y WONG*, Maria P Y CHIK

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)
1 Downloads (Pure)

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.

Original languageEnglish
Pages (from-to)130-140
Number of pages11
JournalArts Education Policy Review
Volume117
Issue number2
DOIs
Publication statusPublished - 2 Apr 2016

Scopus Subject Areas

  • Education
  • Visual Arts and Performing Arts

User-Defined Keywords

  • Education policy
  • Hong Kong
  • inclusive education
  • primary music teachers

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