Bridging policy–practice gap: Protecting rights of youth with learning disabilities in Hong Kong
Abstract: Discrepancies between policies and practices have been known to be key barriers to ascertain adequate service delivery for students with disabilities and their families. For students with learning disabilities, the policy–practice gap is manifested through three key barriers to education:...
| Publicado en: | Children & Youth Services Review Vol. 34; no. 9; pp. 1909 - 1915 |
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| Formato: | Artículo |
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Elsevier B.V.
Sep2012
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=77730527&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 77730527 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 01907409 JA8 jtl: Children & Youth Services Review issn: 01907409 maglogo: N pubinfo: dt: Sep2012 vid: 34 iid: 9 pid: 2410 pub: Elsevier B.V. artinfo: ui: 77730527 10.1016/j.childyouth.2012.06.002 ppf: 1909 ppct: 6 formats: tig: atl: Bridging policy–practice gap: Protecting rights of youth with learning disabilities in Hong Kong aug: au: Poon-McBrayer, Kim Fong affil: Hong Kong Institute of Education, Department of Education Policy & Leadership, 10 Lo Ping Road, Tai Po, Hong Kong su: Hong Kong (China) Treatment of learning disabilities Decision making Students with disabilities High school students Interviewing Responsibility School administration Qualitative research Social support Theory-practice relationship Parent attitudes Research methodology Thematic analysis Transitional programs (Education) Patient selection sug: subj: Treatment of learning disabilities Decision making Students with disabilities High school students Interviewing Responsibility School administration Qualitative research Social support Theory-practice relationship Parent attitudes Hong Kong (China) Administration of Education Programs Other Individual and Family Services Research methodology Thematic analysis Transitional programs (Education) Patient selection keyword: Learning disabilities Parent participation Policy Service delivery Learning disabilities Parent participation Policy Service delivery ab: Abstract: Discrepancies between policies and practices have been known to be key barriers to ascertain adequate service delivery for students with disabilities and their families. For students with learning disabilities, the policy–practice gap is manifested through three key barriers to education: the difficulty to operationalize the definition of learning disabilities in service delivery, psychosocial issues associated with their learning differences, and minimization of parent participation. The implementation status of recent policies to strengthen systematic intervention throughout various stages of schooling to post-school life in Hong Kong has not been examined. This study represents an initial effort to understand service delivery for youth with learning disabilities through their parents'' account of experiences. Findings suggest wide policy–practice gaps in fulfilling the mandates of implementing the 3-Tier Intervention model, establishing student support teams for all eligible students, providing transition services, and engaging and supporting parents in the decision-making process. Bridging the policy–practice gaps and balancing the tension between standards-based education systems and support for diverse needs are universal challenges. An evidence-based approach to policymaking is necessary to increase effective policy implementation and the role of research to contribute to such an approach is discussed. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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