Parents’ perceptions and experiences of including their children with special educational needs in mainstream primary and secondary schools in Hong Kong

Abstract

Hong Kong has implemented an integrated education policy for over 50 years. Students with special educational needs (SEN) still, however, require assistance when attending mainstream schools. Parents of children with SEN are important stakeholders in the education system. Parents’ views on, and experiences of, how their children are included in mainstream schools, offer insights into the challenges of integrated education.

This study used semi-structured interviews to gather in-depth data from 19 parents (16 mothers and 3 fathers) about their perceptions and experiences of incorporating their children with SEN into mainstream primary or secondary schools. Since the school systems are hierarchically structured (Crochík et al., 2018), Michel Foucault’s theory of power relations was applied for analysis.

The interviews revealed three major themes: “Power and Norms”, “Disciplinary Tactics and Surveillance”, and “Subjectification.” These themes represent the stages through which parents came to understand SEN and integrated education. The process of meaning-making evolves from passive to active, starting from identifying students with SEN, then assuring the SEN labels for their children, and, finally, adapting to the present situation in mainstream schools. This adaption is associated with the pressures of Hong Kong’s free market and Confucianism. This combination of factors allowed parents to find ways to manage their children’s integrated education, leading to positive outcomes.

The findings suggest that altering parents’ perceptions of SEN and integrated education is crucial for favourable results. Policymakers, schools, and parents can work collaboratively towards this goal. Policymakers can reconsider their portrayal of students with SEN, revise educational strategies (e.g., reforming current curriculum or assessment methods or regulating schools that focus on specific kinds of learning with associated qualifications), and educate the public to expand their understanding of “success” and “achievement”. Schools can improve communication strategies and educate parents about their children’s special educational needs and the available options. Parents can reshape their mindsets about SEN and related educational arrangements by participating in education programs or support groups.

Date of Award	3 Oct 2023
Original language	English
Awarding Institution	University of Bristol
Supervisor	Felicity Sedgewick (Supervisor) & Arathi Sriprakash (Supervisor)