Still not inclusive? A critical analysis of changing the Senco policy in a Chinese school community
Bibliographic Data
| ID | 12578022 |
|---|---|
| Authors | Elson Szeto (0000-0002-8616-1221, Department of Education Policy and Leadership, The Education University of Hong Kong, Hong Kong SAR, People’s Republic of China), Annie Y N Cheng (Department of Education Policy and Leadership, The Education University of Hong Kong, Hong Kong SAR, People’s Republic of China, corresponding author), Kuen Fung Sin (0000-0001-8923-1443, Education University of Hong Kong), Kenneth K F Sin (Department of Special Education and Counselling, The Education University of Hong Kong, Hong Kong SAR, People’s Republic of China) |
| Year | 2018 |
| Volume | 24 |
| Issue | 8 |
| Pages | 828-848 |
| Publication date | 2018-07-19 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Inclusive Education (JOURNAL) |
| Journal identifiers | ISSN: 1360-3116 • E-ISSN: 1464-5173 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13603116.2018.1492642 |
| OpenAlex | W2884898871 |
| Language | EN |
| Citations received | 3 |
| References cited | 35 |
Little research has been conducted to gain deeper understandings of policy change of piloting special educational need coordinators (SENCO) in a Chinese education community. In response to the change in policy towards regularisation of the SENCO, we examined a trajectory of policymaking for SEN support in Hong Kong’s integrated education. Critical discourse analysis as a discursive method of analysing the local SEN practices in relation to the international policy development was adopted. The key questions are: What is the difference between this Chinese integrated education and international policy development for inclusion? What effects of the pilot SENCO have emerged in the policy and media texts in the Chinese integrated education? What recommendations can be derived to inform the regularisation of SENCOs in ordinary public schools? The findings shed light on the conceptual discrepancy between integrated and inclusive education in the policymaking. The economic considerations and administration accountability of the pilot SENCO affected the regularisation. As reflected in this Chinese integrated education, we also discuss the implications of changing the SENCO policy for quality SEN support in schools
Accountability · Education policy · Higher education · Inclusion (mineral · Pedagogy · Political science · Social science · Sociology · Collaborative Teaching and Inclusion · Parental Involvement in Education · Public Administration · Teacher Education and Leadership Studies
From integration to inclusion
The evolution from integration to inclusion
The Education for All and inclusive education debate
The challenge of enhancing inclusive education in developing countries
Education for All?”
Critical discourse analysis and nominalization
Commitment and criticality
International education policy transfer – borrowing both ways
Critical discourse analysis and inclusive educational policies
Wherefore art thou, inclusion? Analysing the development of inclusive education in New South Wales, Alberta and Finland
Mandatory accreditation for Special Educational Needs Co-ordinators
Researching educational policy and change in ‘new times’
Using critical policy analysis to examine competing discourses in zero tolerance legislation
Integration and Inclusion
Specifying globalization effects on national policy
| Unique citing works | 3 |
|---|---|
| Citations per year | 0.75 |
| Citation span | 2022 - 2024 (3) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |