Strengthening teachers’ competence and home-school partnerships in inclusive education in China, Hong Kong and Singapore

For millions of students with disabilities, access to schooling and meaningful learning experiences is still challenging. At the heart of this gap lies a critical but often overlooked aspect: teachers as agents of inclusion, and how we can strengthen teachers’ competence and home-school partnerships in inclusive education. This case study examines three Asian contexts: China, Hong Kong and Singapore, to gather insights into current practice. This study seeks not only to inform national policies and approaches, but also to contribute to the global conversation about how to make inclusive education work for those most at risk of being left behind.

Students with disabilities are among the most likely to be excluded by education systems worldwide. Research consistently shows that teacher competence is an important predictor of inclusive practice in the classroom, yet large scale studies indicate that many teachers experience stress and low confidence in managing diverse classrooms using evidence-informed approaches and perceptions of ableism continue to abound in Asian contexts. These gaps and ongoing perceptions of ableism reinforce cycles of exclusion in the educational experience of students with disabilities. Across China, Hong Kong and Singapore, most students with disabilities are educated in mainstream schools. In each of the three contexts, there have also been expanding system-level initiatives. It is therefore important that teacher preparation and home-school partnerships are strengthened in culturally appropriate ways alongside policy expansion.

The project targets mainstream educators and parents of children with disabilities across China, Hong Kong and Singapore. While each context differs, we are united in a shared focus on improving the quality of education for students with disabilities.