The lived experiences of a mainstream primary teacher in an inclusive classroom in Hong Kong

Abstract

Research related to the development of inclusive education repeatedly and persistently calls for more appropriate teacher training. However, in some cases even when training is provided, teachers who are struggling with inclusion, may still feel inadequate. What struggles and problems do inclusive teachers face in the classroom? What kind of lived experiences are they having? How do teachers in different national contexts learn ‘inclusiveness’ as it applies to their own unique education and school systems? In this study, a narrative approach is used to narrate a teacher’s inclusive experiences in a primary school in Hong Kong. The narrative is restoried and retold by a school support agent who works closely with the teacher. Through lesson observation, interviews and reflection journal, seven permeating themes have been identified in the narrative. They include (i) catching in emotional struggle, balancing the needs of different groups of students; (ii) influence of life stories; (iii) language of imagery and metaphor; (iv) understanding students with special educational needs (SEN) as persons; (v) difficulties caused by poor learning attitudes, not purely ability problem; (vi) more than inclusive practice, creating ‘feel good’ experiences; (vii) students need teachers to help them set goals. These themes, though presented as separate items, are connected and overlapping. Together they weave the story of inclusion, the story inundated and infused with people, things, events and happenings. This narrative gives meanings to the inclusive experiences in a particular social, cultural, political and personal context. 1 Another important finding is that: SEN students, beyond the label, are no different from non-SE students. They have their strengths as well as difficulties, their stories are just like other children’s stories in the classrooms which are full of complexities and uniquenesses. The study has significant implications for inclusive classroom practice in Hong Kong and indeed, other countries. In particular, the study demonstrates the value of teachers’ personal knowledge in relation to inclusion and suggests making it public in the form of teacher learning communities. In addition, instead of focusing exclusively on SEN students, inclusive studies may consider giving narratives of both SEN and non-SEN students, an arc of inclusion that arguably has hitherto been significantly overlooked. Lastly, the dual role of the author, as a researcher and a support agent who works alongside with teachers in different institutional settings, may add significant value and richness to this ‘co-constructed’ piece of work.