Teachers who make a difference
Subtitle: a narrative inquiry into three teachers'  professional journeys into special education and their conception of special education in Hong Kong
By: by Rosa Tak Lan Chiu Ching.
Published: 2005
Language: eng
Number of pages: 312
Subjects: Special education -- China -- Hong Kong.; Special education teachers -- China -- Hong Kong.; Special education teachers -- China -- Hong Kong -- Attitudes.
Other titles: Narrative inquiry into three teachers' professional journeys into special education and their conception of special education in Hong Kong.
Description: Data comprising three sets of stories were collected through individual and group interviews. The insights gained legitimize using our personal practical knowledge to inform the field of special education.  Through our stories of experience, we conclude that special education is appropriate education that can be implemented for any student with special needs in the special, integrated or inclusive schools. It is essential for every teacher to learn the concept of special education to maximize the potential of diverse learners.I have been a special educator in Hong Kong for over two decades and special education is my passion. I regard teaching in special education to be one of the most meaningful, humanistic and relational endeavours. Teachers are one of the key stakeholders who make a difference in students' lives but seldom are they acknowledged. I have always wondered why some individuals choose to become special education teachers and how they perceive special education. I find that there are two layers to my investigation. Not only do I wish to use my own narrative to search for possible answers, I am keenly interested in revealing how some teachers in Hong Kong respond to my puzzle. I have invited two teachers of students with intellectual disabilities to share their stories to learn their experiences as part of my research. Through narrative inquiry (Connelly & Clandinin, 1988; Clandinin & Connelly, 2000) in the form of autobiographical storytelling, you will embark on our professional journeys to learn who we are as special educators, what propelled us into this course of action and our conception of special education seen from an insiders' perspective.Through reading our stories, special education teachers, principals and teacher educators are invited to join our journeys. They may be stimulated to look for resonance with their own stories to reflect on why they choose to work with students with disabilities and their personal views towards special education. Regular teachers may also find this inquiry useful. Through tracking our experiences, they may learn more about what special education is in a practical sense. They may even consider joining our profession.
Notes: Thesis (Ed.D.)--University of Toronto, 2005.

Includes bibliographical references (leaves 297-312)