Paper Title
Facilitating Quality Education for All: Towards A Cultural Framework for Inclusive Teacher Education

Abstract
Since 1997, mainstream schools in Hong Kong have been encouraged to admit students who are identified with a wide range of learning needs, such as �mild grade intellectual disability�, �visual impairment�, and �hearing impairment�. More recently, the concept of �inclusion� in the city has been broadened to integrate a significant number of immigrant children from the mainland China, as well as non-Chinese speaking learners.Given such a diversity of school population, however, research tends to suggest that practitioners in Hong Kong are not convinced by the effectiveness of �inclusive education�, nor are they confident in responding pedagogically to individual differences in classrooms. In this connection, this paper will explain the importance of developing an indigenous lens for the better understanding of cultural inclusive practice, and its relevance to the glocalization of �inclusive education�. It will also address the professional development needs of teachers in Hong Kong by proposing a cultural framework for inclusive teacher education. Keywords� Inclusive Education, Teacher Education, Inclusive Pedagogy, Confucian-heritage Cultures.