Process of Identify and Help a Struggled Kid. , - Coggle Diagram
Process of Identify and Help a Struggled Kid.
Problems with reading/writing
Problem with math
Pre-primary Teacher's detect
Children with family issues.
Refer parents to Integrated Family Service Centres (IFSCs)/Integrated Services Centres (ISCs) for follow up social needs.
Click this link for more information
Other students with SEN
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Students with more severe or multiple disabilities
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Children with developmental, physical, and/or learning problems.
Refer children to Maternal and Child Health Centre for assessments.
Refer children to Hospital Authority (HA) for specitly consultation according to their needs,
Link to differentiated learning strategies
Use of ‘procedural
facilitators’ like planning sheets, writing frames, story mapping
Professional support for students
School-based Educational Psychology Service
For the public sector ordinary primary and secondary schools with a comparatively large number of students with SEN, the EDB has progressively implemented the Enhanced SBEPS at the ratio of one educational psychologist (EP) to four schools to render more intensive support to those schools.
covers remedial, preventive and developmental work at the school system, teacher support, and student support levels to cater to students’ diverse educational needs
the EDB provides all public sector ordinary primary and secondary schools with a Special Educational Needs Coordinator.
Professional support for teachers
Schools are requested to plan and arrange training for teachers in a systemic manner with a view to helping them enhance their professional capacity in catering for students with SEN.
Provides teachers with the Professional Development Programme for Mental Health in order to enhance their capacity to identify and support students with mental health needs.
EDB arranges training activities for teachers every school year, which includes thematic seminars, conferences, experience sharing sessions, and workshops.
Introduce the features of the SEN students with non-judgmental attitude
understand the special needs of their children
Parent Guide on the Whole School Approach to Integrated Education
Visit Special Education Resources Centre for advise
Early identification and intervention
Involvement of parents and families in a collaborative partnership.
Collaborative working with other agencies in a child centred approach.
Teaching approaches that adopt additional (visual) reinforcement strategies to supplement
An emphasis on teaching language and cognitive process, and the strategies needed for effective generalisation through varying degrees of structure designed to match the child’s needs
disorder of attention
problem stay organised
trouble following directions
frequent shifts in emotional mood
have difficulty empathizing with others
Tends to be less attentive in social interactions
tends to be a poorer communicator of thoughts and feelings