以下是一篇需要翻译的英文文章，这是我的作业，是教授上课用的，请帮我翻译成香港使用的繁体中文，繁体繁体繁体！！保持正式，并在翻译过程中注意以下的点：所有的inclusion和integration都请翻译成融合，同理 integrated education或inclusive education要翻译成融合教育，但请在译文的所有的融合或融合教育后面都括号加上原文的英文，不要漏掉任何一个，以区别出两个单词：Policy Context Hong Kong has followed the movement of special education, shifting from segregation to integration and finally to inclusion in ordinary schools since the 1970s (Heung, 2006; Poon-McBrayer, 2014; Szeto, Cheng & Sin, 2018). Although inclusive education advocacy can be traced back to the 1970s, strictly speaking, integration did not occur until the launch of the integration pilot scheme in 1997. According to Heung (2006), since then, there were two stages of development: integration (1997-2003) and inclusion (2003 onwards), with the new funding model in 2003 signalling the shift from integration to inclusion. More recently, Poon Mc-Brayer (2014) proposed that the integration stage in Heung (2006) can be further split into two phases: integration (1997-2000) and integration in transition to inclusion (2000-2003). As such, in Hong Kong, the development of inclusive education since the 1970s can be categorised into the following four stages: segregation (1977-1997), integration (1997-2000), integration in transition to inclusion (2000-2003) and inclusion (2003 onwards). Despite the positive paradigm shift from integration to inclusion in education policies, problems persist. In 2008, studies examining the implementation status of the policies found policy–practice gaps in fulfilling the mandates of implementing the 3-Tier Intervention model and establishing Student Support Team for supporting eligible students with SEN (Poon-McBrayer, 2012; Poon-McBrayer and McBrayer, 2013). In the 2018 policy address, the Chief Executive announced a series of measures to support students with SEN. First, she proposed to extend the School-based Educational Psychologists (EP) so that the ratio of EP to schools will be 1:4 for 60% of all schools by the 2023/24 school year, which is an improvement over the previous ratio of 1:7.5. However, it is criticized that even this new target ratio is not enough, by saying that “are all four schools going to have a high SEN demand? Or will there be a mix of high and low demand? The distribution of schools is something the government will have to consider as well” (SCMP, Nov 2, 2018). Besides, only about one-fifth of the 381 primary and secondary schools that applied for enhanced SBEPS have been successful in their applications. More than 90 per cent of all public schools lack the enhanced service. Ten per cent of those schools each had more than 80 students with SEN (SCMP, Nov 2, 2018). Second, the government will restructure Learning Support Grant (LSG), Intensive Remedial Teaching Program (IRTP) and Integrated Education (IE) Programme. Starting from the 2019/20 school year, LSG will be extended to all public sector ordinary primary and secondary schools to replace IRTP and IE Programme. However, a study by the HKPTU in 2018 found that 93% of principals using IRTP felt it was more effective in assisting students with SEN (HK01, October 15, 2019), echoing criticisms by members of the Subcommittee on Integrated Education in 2014. Under this new policy, some schools previously using IRTP have been unable to achieve the subsidy targets of LSG, leading to demotion of principals, reduction in teaching posts and subsidies (Ming Pao, May 23, 2019; HK01, October 15, 2019). Third, the government announced the implementation of School-based Speech Therapists in the 2019/20 school year. However, over a quarter of schools failed to recruit speech therapists in the initial stage due to limited promotion opportunities, uncompetitive compensation and having to deal with administrative tasks unrelated to their profession (Headline Daily, December 9, 2019). Also, the 1:2 ratio of a speech therapist to schools meant that a speech therapist must assume significant responsibilities, which may not appeal to less experienced therapists. In situations where primary and secondary schools paired up to recruit speech therapists, the recruitment process was arduous. It wasn't easy to find speech therapists who specialised in primary and secondary schools (Headline Daily, December 9, 2019). In the 2023 Policy Address, the Chief Executive insists the continuation of policy support on the measures to support students with SEN. For example, the School-based Speech Therapist posts in public sector ordinary schools are further consolidated to implement the “Enhanced School-based Speech Therapy Service”, while the Enhanced School-based Educational Psychology Service has been fully implemented. Also, it will continue to implement the Strengths-based Programme for ASD students in 2023/24 school year and introduce new programmes and themes to further enhance life planning. Continually, it will strengthen the existing establishment of resource teachers for the primary and secondary sections of aided special schools and extend the initiative to schools for social development starting from the 2024/25 school year, allowing them to provide additional learning and growth support for about 4,000 ASD students. All in all, it can be seen that the Government is committed to helping students with special educational needs overcome their limitations and difficulties, enabling them to attain the learning level in accordance with their abilities, while fostering their development and unleashing their potential. The Government’s expenditure on integrated education has increased from $1.5 billion in the 2017-18 financial year to $3.7 billion in the 2022-23 financial year, representing an increase of 147%, while the expenditure on special education has increased from $2.5 billion in the 2017-18 financial year to $3.6 billion in the 2022-23 financial year, an increase of 44%. Even the availability of the funding is allocated for schools on SEN support, it gives significant impacts on the development of SEN support services at the community level. Practically, the schools heavily rely on NGOs and clinical agencies on the provision of the SEN support to students in needs, while they have been overloaded with teaching and administrative works in face of the growing number of students with SEN. Cultural Context Integrated education in Hong Kong needs to be seen in the unique socio-cultural context of Hong Kong as a place where ‘East meets West’. Hong Kong culture is still heavily Confucian, while Western culture's impact is vital as a legacy of being a former British Colony. Therefore, some scholars have suggested that Confucianism's premises may negatively impact integrated education in Hong Kong (Lai & Gill, 2014; Poon-McBrayer & McBrayer, 2014). Confucian philosophy has always encouraged people to treat those with disabilities with tolerance and acceptance (Pang and Richey, 2006). In the early Confucian writings in the Book of Rites (Liji), there were many references to how various people should be treated. For example, “People should respect others’ parents and treat others’ children like their own: All those who are bachelors, widows, orphans, single, handicapped and sick should be supported” (Piao, 1992, p. 35). Confucian beliefs focus on education as the key to personal and societal development and that everyone is educable (Forlin, 2007). According to Piao (1991), the support for people with disabilities and the expectation that they should be treated in an honourable way was enacted at least a thousand years before similar human rights perspectives were initiated in the West. However, Confucian ideology supports high respect for individuals with high status in families and society and value the strict hierarchical order in the ancient Chinese political system. Thus, Confucian thought has contributed to keeping people with disabilities at the bottom of the societal hierarchy (Deng, Poon-McBrayer, & Farnsworth, 2001). According to Yang and Wang (1994), Confucianism has led to a prevailing culture of caring for students with disabilities but not educating them. The authors also suggested that Confucianism’s emphasis on respecting authorities and maintaining harmony may deter professionals and parents from challenging inclusive education policies and practices. Moreover, in line with Confucian teachings, most Hong Kong people tend to attribute achievement to effort rather than innate factors. Therefore, when students with SEN exhibit disruptive behaviours, teachers and parents may misinterpret such behaviour as disciplinary problems and punish them instead of looking into the real causes of the behaviour (Cheng, 2007; Liang & Gao, 2016). Finally, although Confucianism supports universal education for all regardless of their abilities, it also believes that education is aimed at excellence (Heung & Grossman, 2007). This sort of elitist mindset can pose challenges to the inclusion of students with SEN. Several studies have shown that Confucianism influences inclusive education in Hong Kong at a personal, institutional and societal levels. At an individual level, Poon-McBrayer (2017) found that while Guam principals’ belief towards inclusive education was influenced by legislation, Hong Kong principals’ belief towards inclusive education was influenced by the Confucian principles of “educating all regardless of abilities”. Poon-McBrayer and Wong (2013) also found that the Confucian principle of “educating all regardless of abilities” and the Christian principle of “loving all” were the important reasons among principals to support the inclusive education policy. On the other hand, the Confucian collectivist value that tends to favour uniformity over diversity has induced a “rigidly defined curriculum” (Cheng, 2007, p.38; Li, 2018, p.3) in Hong Kong. Against this socio-cultural backdrop, teachers initially responded negatively to inclusive education as tailoring the curriculum to meet individual learning needs and perceived it as an extra demand (Cheng, 2007; Poon Mc-Brayer 2004, Wong, Pearson & Lo, 2004; Yuen, Westwood & Wong, 2005). Furthermore, consistent with the Confucian ideology that emphasises social harmony, instead of demanding full and appropriate support in general schools, parents who have had bad experiences with inclusive settings choose to have their children sent back to special schools (The Hong Kong Primary Education Research Association and Special Education Society of Hong Kong, 2006; Poon-McBrayer 2014). At the school level, Luk (2005) reports the prevalence of Chinese traditions during the process of integration in a primary school, such as the emphasis on the academic curriculum, whole-class teaching, behaviour management, and positive regard for education. She criticises the “export of Western practice” (p.101) to the predominantly Chinese community. She calls for policy-makers to make realistic policies to address the unique cultural context in Hong Kong. Poon-McBrayer (2017) also found that Confucian’s emphasis on maintaining harmony led schools to accept the EDB’s invitation to become a resource school once they had established a reputation for effective inclusive practices, as they wanted to maintain a good relationship with the EDB. At the government level, the Confucian culture of valuing interpersonal relationships triggered the government to make a voluntary participation policy for inclusive education with monetary incentives to avoid confrontation resulting from compulsory participation and maintain harmony with the school community (Poon-McBrayer, 2017). The Confucian emphasis on excellence has influenced the fundamental structure of secondary schooling in Hong Kong, hindering inclusive education. Pupils entering Hong Kong’s secondary education are allocated to one of the three school bands reflecting their academic achievement. The streaming effect does exist at the practical level even EDB refuses the enforcement of the three-band system, that is, Band 1 schools for students with high academic achievement, Band 2 schools for students with average academic achievement, while Band 3 schools for students with below-average academic achievement. Given that Band 3 schools only admit students with low achievement in academic subjects, SEN students' learning challenges become merged with their classmates, rendering them less visible (Wong & Chik, 2015). Conclusion This chapter gives the policy context of SEN support in Hong Kong. The policy of Integrated Education has evolved significantly and followed a trajectory of inclusion in education from segregation to integration and finally to inclusion since 1970. However, the policy provisions have mainly targeted support for SEN students resulting from their physical, mental and psychological impairments. Apparently, inclusive education is still conceptualised from a deficit or medical perspective with less consideration of the socio-cultural factors that may affect inclusive education for all. In addition to the policy intervention, the cultural factor of the Confucian philosophy of social justice and Chinese heritage culture has been highlighted for its possible hinderance of the effective implementation of inclusive education in Hong Kong. The effect of cultural factor is indeed worth of being taken into account when SEN support is offered. Being an international city, Hong Kong engages in the global movement on diversity and inclusion. With the formulation of the policy on the Integrated Education, we stay with international commitments which aim to ensure the right of access to quality education for students with SEN. In its implementation, it is obvious that there is a vast gap between the vision of inclusion and the ground realities of quality educational services for SEN support; and our schools, clinics and NGOs are still on our way to explore diverse ways and versions of integrated education. Instead of debating special education, integration or mainstreaming, and inclusive education, finding common ground across these different educational practices is important. It is possible that some interventions, such as those grounded in psychology and counselling, might be effective in specific conditions than others and may serve some children's needs in more efficient and effective manner. Thus, the existing state of the art in SEN support demands a multifaceted perspective sensitive to all the aspects of children's impairment and disabilities stemming from biological, psychological, socio-cultural and economic factors. An integrated approach to SEN support that strives to ensure the right of access to quality education for all and values a psychosocial perspective can be meaningful. For this purpose, schools, clinic and home would require collaborative efforts and support from multiple professions to identify, place, and support children with SEN. From a psychological perspective, therapists, counsellors and psychologists have key roles to play, in the collaboration with teachers and parents in developing an integrated framework for the creation of inclusive environments wherein all children, with or without SEN, can learn and grow well.