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Special Education Process in the Classroom - Focus in Hong Kong By: Scott…

- - - - "Pre-school children who have been assessed by the Child Assessment Centres (CAC) may receive support services either through the special child care centres, early education & training centres or the integrated programme in child care centres. When these children are ready to enter primary one, upon obtaining consent from their parents, their assessment results are transferred by the pre-school training services to the school concerned so that the teachers may have timely understanding of the students’ needs and offer appropriate support" ("Operation Guide to the Whole School Approach to Integrated Education," 2014).
      - "For students attending public sector primary and secondary schools who are suspected to have learning-related difficulties such as reading and writing problems, intellectual impairment, SLI, and HI, etc., assessments are provided by the Educational Psychology Service Sections and the Speech and Hearing Services Section of EDB or school-based educational psychology service and speech therapy services funded by EDB. The CAS under DH and HA also provide services for children with developmental problems" ("Operation Guide to the Whole School Approach to Integrated Education," 2014).
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        Additional support will be provided with those students showing persistent learning difficulties ("Operation Guide to the Whole School Approach to Integrated Education," 2014).
        
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        Intensive individualized support will be implemented for students with severe learning difficulties ("Operation Guide to the Whole School Approach to Integrated Education," 2014).
        
        The Student Support Team may invite relevant professionals, teachers and parents to draw up an Individualized Education Program for students.
        The focus may include behavioural/social skills, or basic language and mathematics learning; therefore, it can take the form of individual behavior management plans to help students with ASD or AD/HD; or it can take the form of individual learning plans that focus on academic subjects. The contents should be derived from the curriculum of the regular class with differentiated activities and teaching materials. The plans (at least parts of them) should usually be implemented in regular class settings with intensive supplemental group training; and individual class teachers and subject teachers can always devise such differentiated teaching strategies and curriculum accommodation based on their expertise and responsibilities
        ("Operation Guide to the Whole School Approach to Integrated Education," 2014).
        
        Long-term Plan – establish long-term learning goals, having regard to the expectations of parents, students and schools, and post-school options
        Short-term Plan – including short-term learning objectives, relevant teaching strategies, success criteria, and dates of review.
        ("Operation Guide to the Whole School Approach to Integrated Education," 2014).
        
        How to devise the plan:
        Plans should contain only the major short-term objectives, strategies and dates of achieving the objectives; use simple and straight-forward words when devising the
        Plans. Teachers should consider adopting diverse teaching strategies by employing suitable equipment and teaching materials (e.g. information and telecommunication
        technology). Plans should focus on up to three or four major objectives according to the needs of individual students and the priority of needs; establish success criteria.
        ("Operation Guide to the Whole School Approach to Integrated Education," 2014).
        
        In summary, plans should be:
        “SMART” i.e.Specific
        Measurable
        Achievable
        Relevant
        Time-bound
        
        In addition to individual or group tutoring, schools may also consider: using different types of additional learning materials or equipment; introducing group or individual peer support to enhance mutual support among students with similar needs; and strengthening the participation of parents and experts in drawing up support plans and monitoring the effectiveness of the plans.
        ("Operation Guide to the Whole School Approach to Integrated Education," 2014).
        
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        Small Group Learning: group students with similar learning needs and sharing at least one learning target.
        
        Collaborative Teaching: involves a team of two or more teachers preparing lessons and teaching.
        
        Co-operative Learning: students are responsible for their own performance AND the group's performance.
        
        Whole Language Approach: adapt the student's daily life materials into learning materials for relevance.
        
        Differentiated Teaching: content, interest, pace sequence, level, access, response, structure, teaching time, teaching style, learning style, grouping.
        
        Peer Tutoring: teachers may organize learning groups or peer circles.
        
        Develop Study Skills and Self-learning Abilities: teachers teach students how to organize contents, objectives and priority of learning in a strategic way.
        
        Teaching Resources: the education bureau has been providing resources to schools to help students with persistent learning disabilities.
        ("Operation Guide to the Whole School Approach to Integrated Education," 2014).
      - Find out what is causing poor performance and help them learn better.
        
        Develop student's positive self-image and self-esteem.
        
        Teachers employ a wide range of resources.
        
        Schools may apply different modes of assessment to identify student's strengths.
        
        Employ effective learning and teaching strategies.
        ("Operation Guide to the Whole School Approach to Integrated Education," 2014).