Inclusion or exclusion? A study of Hong Kong students' affective and social outcomes in a mainstream classroom

152 elementary students age ranged from 8 to 11 were studied on their affective and social domains in a school with an inclusive policy in Hong Kong. Five questionnaires from the Assessment Program for Affective and Social Outcomes (APASO) were used to measure students' attitude to school, self...

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Bibliographic Details
Published in:Educational research for policy and practice 2005-08, Vol.4 (2), p.145-167
Main Authors: L. Bick-Har, Y. A. See-Wai
Format: Article
Language:English
Subjects:
Affective development
Affective measures
Annual Reports
Educational Policy
Elementary School Students
Exclusion
Foreign Countries
Hong Kong
Inclusion
Inclusive curriculum
Inclusive education
Interpersonal Competence
Learning
Learning disabilities
Learning Problems
Outcomes of Education
Primary education
Problem solving
Profiles
Program Effectiveness
Quality Assurance
Quality Control
Questionnaires
Remedial education
Remedial Instruction
Self Concept
Self concept measures
Social development
Statistical Analysis
Student Attitudes
Teacher Attitudes
Whole school approach
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Summary:152 elementary students age ranged from 8 to 11 were studied on their affective and social domains in a school with an inclusive policy in Hong Kong. Five questionnaires from the Assessment Program for Affective and Social Outcomes (APASO) were used to measure students' attitude to school, self-concept, attitude to learning, interpersonal competence, and problem solving strategy. 16 inclusive students, who have different learning difficulties and are engaged in the government remedial teaching scheme under the inclusion policy, were extracted for a close examination. The differences between normal (N=136) and inclusive (N = 16) students were examined by a series of one-way ANOVA tests. The outcome was triangulated with teachers' perspective through teacher conferences and school profile reports to reach a descriptive account. The two groups had significant differences in social and academic self-concept which were explained by a 'positive discrimination' perspective to suggest a gap between what students perceived and teachers thought. Recommendations are made on how schools can promote an inclusive environment to best serve students who are found to have increasingly large differences in their ability and backgrounds in recent educational settings. [Author abstract, ed]
ISSN:1570-2081
1573-1723
DOI:10.1007/s10671-005-3509-4