This book examines management and leadership for the promotion of inclusion as well as the catering for diversity, with the provision of cases on supporting students with special educational needs (SEN).

Drawing from the literature of local and international studies, this book fuses theory, policy, practice and application to reveal how the principles of diversity and inclusion, along with their policies are translated at the operation level within a school organisation. Highlighting the perspective of East Asian societies, the book explores the experiences of Hong Kong schools in implementing the Integrated Education policies through the Whole School Approach and the 3-tier intervention model. Further, the debate between the integration model in the mainstream schools and the segregation model in Special Schools is highlighted as a significant theoretical issue. The discussion and the report of these schools’ experiences illuminates the challenges encountered when adapting and applying Western theories and models within the contexts of Hong Kong and East Asian societies. The chapters focus on the experiences of Hong Kong schools, but its insights have broader implications for research and the bridging of policy and practice across various societies in East Asia.

It is a must-read for researchers, scholars and academics with a keen interest in recent developments around inclusive leadership as well as organisational support for diversity in Asian education.

This book examines management and leadership for the promotion of inclusion as well as the catering for diversity, with the provision of cases on supporting students with special educational needs (SEN).

Drawing from the literature of local and international studies, this book fuses theory, policy, practice and application to reveal how the principles of diversity and inclusion, along with their policies are translated at the operation level within a school organisation. Highlighting the perspective of East Asian societies, the book explores the experiences of Hong Kong schools in implementing the Integrated Education policies through the Whole School Approach and the 3-tier intervention model. Further, the debate between the integration model in the mainstream schools and the segregation model in Special Schools is highlighted as a significant theoretical issue. The discussion and the report of these schools’ experiences illuminates the challenges encountered when adapting and applying Western theories and models within the contexts of Hong Kong and East Asian societies. The chapters focus on the experiences of Hong Kong schools, but its insights have broader implications for research and the bridging of policy and practice across various societies in East Asia.

It is a must-read for researchers, scholars and academics with a keen interest in recent developments around inclusive leadership as well as organisational support for diversity in Asian education.