This presentation explores the critical role of case study research in enhancing special needs education, with a specific focus on the context of Hong Kong. As educators and policymakers strive to create inclusive environments for students with diverse learning needs, case study research emerges as a powerful methodological approach that provides in-depth understanding and practical insights into real-life educational practices. The presentation will highlight several case studies conducted in a Hong Kong school, examining the effectiveness of tailored intervention strategies, collaborative teaching models, and the impact of cultural factors on special education outcomes. Through the grounded theory approach and thematic analysis, the findings reveal how case studies facilitate (1) a nuanced exploration of individual student needs, (2) inform teacher training programs, (3) advise parenting skills, as well as (4) shaping school curriculum and (5) policy decisions. Moreover, the discussion will (6) address some challenges and limitations of case study research in this field, including issues of generalizability and researcher bias. Ultimately, this presentation aims to underscore the importance of case study research as a tool for fostering innovation and improvement in special needs education, advocating for its broader adoption in educational research and practice. By drawing upon some Hong Kong case study cases and highlighting implications for future research, this sharing contributes to the ongoing discourse on effective strategies for Multiple Intelligences (MI) education for the learners, the families, the teachers, and the schools.

Author: Clara Cheng

• Date of Conference: 4-6 November 2024
• DOI: 10.20533/WCSNE.2024.0010
• ISBN: 978-1-913572-75-4
• Conference Location: St Anne’s College, University of Oxford, Oxford, UK