Constructing an Inferior Identity: Special Educational Needs Students under Inclusive Education in Hong Kong

Inclusive education has been in place for approximately three decades in Hong Kong, and previous research has predominantly focused on examining its effectiveness from the perspectives of teachers, policy makers, and healthcare professionals. However, there has been limited investigation into the personal experiences of students with special educational needs (SEN) who are integrated into mainstream schools. This study employing narrative inquiry explores the identity formation of eight SEN students throughout their 20-year learning journey within Hong Kong’s inclusive education system. The results revealed that the participants developed an identity of inferiority, which encompassed three key themes: experiencing school bullying, feeling isolated and burdened, and adopting a mindset of patience. The findings contribute to our understanding of the social relationship development, problem-solving tendencies, and self-concept of SEN students in inclusive education. The study highlights the limitations of inclusive education and provides implications for enhancing the quality of inclusive education in Hong Kong.