World Bank Teacher Training for Inclusive Education Database
SECTION II: Seminars, Workshops, etc. (Last updated on 1/1/2006)
Entry ID: AP03-1 / PermissionCOUNTRY: Hong Kong / YEAR: 2003 / LANGUAGE: English
TITLE: Proceedings for the International Conference on Inclusive Education (ICIE 2003 Inclusive Education: A Framework for Reform), 16-19 December 2003 /
AUTHOR/DEVELOPER:
Centre for Special Needs and Studies in Inclusive Education (CSNSIE), The Hong Kong Institute
CONTACTS/AVAILABILITY:
· Conference papers are available at: http://www.ied.edu.hk/csnsie/proceedings.html
· Print version available from the CSNSIE (ISBN 988-97913-1-5)
Address:
D1 - G/F - 05
Hong Kong Institute of Education
10, Lo Ping Road, Tai Po, Hong Kong
Phone: (852) 2948 8501 / 2948 8502
Fax: (852) 2948 7993
Email:
[Adopted Definition/Focus of Inclusive Education]
· ‘Inclusion involves a shift of policy focus, from special education to responding to diversity within a common school for all students. It is not just about disability but concerns a school culture which welcomes and celebrates differences and recognizes individual needs (Booth, et al., 2000). Inclusion is seen to involve the identification and minimizing of barriers to learning and participation in school’s culture, policy, and practices.” (p. 30, conference proceedings, key note by Heung, V. W.)
[General Description of the Conference Proceedings]
Part I: Concepts of Inclusion (titles of presentations/papers)
*Marked titles that relate to teacher training with TT
§ Developing Inclusive Education Systems: What are the Levers for Change? (Ainscow, M., UK)
§ Citizenship Education and Inclusion: A Multidimensional Approach (Grossman, D., HK)
§ Inclusion and Education for All: Necessary Partners (Hegarty, S., UK)
§ Cultivating a Climate of Change for Inclusion in Hong Kong (Heung, V. W., HK)
§ The Global Context of Inclusion: The Role of the United Nations (Mittler, P., UK)
§ Social and Affective Outcome Indicators in the Inclusive Classroom (Moore, P. J., HK)
§ Inclusive Education: A Framework for Reform? (Slee, R., Australia)
§ Factors Associated with the Effective Inclusion of Primary Aged Pupils with Down’s Syndrome (Fox, S., Farrell, P., & Davis, P., UK)
§ Inclusion: A Philosophical Ideal? (Kuester, V. M., Canada)
§ TT Inclusive Education Professional Development: Working Across Cultures (McDonald, L., New Zealand)
Part II: The Development of Inclusive Education
§ Recognising the Impact of Personal Attitudes and Values on Inclusion: A European Project Based in Three Countries (Ambler, J. & Tierney, A., UK)
§ Inclusive Education – A fundamental Enabling Rights for the Differently Able Children: Experiences of Save the Children (Norway) in Nepal (Bhattacharya, N, Nepal)
§ TT Inclusion and Reforms in Indonesian Teacher Education: An Odyssey in the 21st Century (Diptoadi, V. L. & Teopilus, S., Indonesia)
§ Inclusive Schools: An Emerging Trend in Pakistan (Hameed, A., Pakistan)
§ From Segregation to Inclusion in Germany (Hinz, A., Germany)
§ Some Considerations on Inclusive Education in Sweden (Michailakis, D., Sweden)
Part III: Practice of Inclusive Education
§ Evaluating the Outcomes of Inclusive Education: A Case Study from India (Amma, S., India)
§ TT Training Special Needs Education Teachers: Some Experiences from Uganda (Atim, M.S. & Okwaput, S., Uganda)
§ Changes in Teachers’ Curricular Activities and Perception of Their Role as a Result of the Mandate to Include Children with Special Needs in Regular Classroom (Avissar, G. & Licht, P., Israel)
§ Integrated Daily Living Skill Program – An Integrated Program in Teaching Daily Living Skill for Physically Disabled Students with Severely Mentally Handicap (Cheung, W-Y & Wong, K-M., HK)
§ Supporting Disabled Students to Learn English Language in Open and Distance Education in Hong Kong (Ching, J. W-K., HK)
§ The Modus Operandi of Special Education: Teachers’ Ability to Analyse Student Needs and Apply it to Classroom Planning (Kortman, W., Australia)
§ An Opportunity or a Problem? The Perceptions of a Sample of UK Student Teachers of SEN and Disability at the Start of Their Training (Pearson, S., UK)
§ Life Skills versus the Skill of Living: The Circle of Internalization Method for the Enhancement of the “Skill of Living” (Reiter, S., Israel)
§ An Evaluation of an Experimental Programme of Inclusive Education in Iran (Saeedi, A., Ghadami, M., & Akbarlooyeshabgahi, N., Iran)
§ Enhancing Intentional Expression in Children with Severe Motor and Intellectual Disabilities (Yoshikawa, K., & Katagiri, K., Japan)
Relevant Literature/Resources:
· The Hong Kong Institute of Education (2005). Second International Conference on Inclusive Education 2005: Innovations in Inclusive School Development. Conference website: http://www.ied.edu.hk/csnsie/conference2005/
TARGET: £ policy makers £ school administrators £ preschool teachers £ primary ed teachers £ secondary ed teachers £ higher ed teachers £ sped teachers £ pre-service teachers £ related service providers £ families £ students £ community members
TOPIC: £ introduction/philosophical understanding of inclusive education/getting started £ effective teaching/assessment strategies £ challenging behaviors £ team work, collaboration £ family/community involvement £ networking £ developing policy £ dealing with change £ HIV/AIDS £ advocacy/leadership skills £ others
PHASE: £ awareness raising/introduction/advocacy phase £ on-going support £ follow-up/monitoring £ others
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