Abstract
Hong Kong has had a policy for integration for over 30 years but has had the experience of an increasing number of children being segregated from the regular classroom, particularly at the secondary level. This paper describes a pilot project to support integration which was put into place by the Education Department of the Hong Kong Government between 1997 and 1999. The authors were team members of the evaluation research team which reviewed the impact of the Government pilot project during the 2 years. An account of the difficulties which were confronted during the project and the results of the evaluation are discussed. Implications for policy are discussed in detail and recent proposed changes in policy directions are also presented. Interim findings from a project examining the use of special classes and the attitudes and beliefs of teachers, students and parents are also highlighted.
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