A slippery road to equality: Hong Kong's experience of unplanned integrated education

This article examines the issue of children with a disability who are 'info rmally integrated' into mainstream school. Its main purpose is to reflect t he views and experiences of parents, and to identify the major difficulties that arise and their suggestions for ameliorating the situation. The data is based on a series of interviews and focus groups of parents. In order to provide a balanced perspective, responses of schools to a questionnaire we re also included. Teachers were asked to express their views about integrat ed education. These responses were then categorised. It was found that lack of resources and training predominated.