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Training Programme forSpecial Educational NeedsProgramme Handbook2016 - 2017
Commissioned by the Education Bureau, HKSAROrganized by the Department of SpecialEducation and Counselling, EdUHK
Training Programme for Special EducationalNeeds
2016-2017Programme Handbook
Content
Part I : Programme Information1. Programme Enrolment 12. Introduction 23. Programme Objective 24. Programme Structure 35. Admission Requirements 56. Language Medium of Instruction 57. Class Date 68. Venue 69. Application 6
10. Admission and Notification 6 11. Award of Certificate 7 12. Credit Exemption 7 13. Other Information and Block Release Arrangement
7
14. Module Outline 7 15. Programme Timetable 11
Part II : Information for participants1. Tuition Fee 162. Attendance and Absence 163. Violation of Academic Integrity 164. Teachers and Students Consultative
meeting17
5. Course Evaluation 176. Library Service 177. Prevention for Influenza 188. Class Arrangement during Adverse
Weather18
9. Change of Personal Particulars 19
Part III : Appendices1. Programme Rules and Regulations 212. Contacting Staff 283. Citation System 304. Marking Scheme 375. Leave Application Form 386. Map of Tai Po Campus 397. Map of Tseung Kwan O Study Centre 408. About the Departments 419. Resources from the Education Bureau 42
Part IProgrammeInformation
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1. Programme Enrolment
Programme Catering for Diverse Learning Needs Catering forStudents with
different SpecialEducational Needs
Basic Course AdvancedCourse
Thematic Course
Course Code SEKG20170001 SEKG20170002 SEKG20170003SEKG20170004SEKG20170005
Targetparticipants
All in-service teachers of primary, secondary and specialschools
ProgrammeMode
Full-time block release approved by the Education Bureau withgranted paid study leave.
Study Hours 5 days(30 hours)
17 days(102 hoursincludingattachment)
20 days (120 hours)/15 days (90 hours)
Study Period 1 month(courseparticipation andsubmission ofassignment)
6 months(courseparticipation andsubmission ofassignment)
2 months(course participationand submission ofassignment)
Application Date Course admission and enrolment start regularly throughout theyear. Seats are available on a “first-come, first-served" basis.Please visit BAT programme website : (http://bat.eduhk.hk)Or EDB training calendar website : (http://tcs.edb.gov.hk)
Venue Tseung Kwan O Study Centre orTai Po Campus of The Education University of Hong Kong
Course Fee Free (Government-funded)ApplicationProcedures
Application should be made via the E-service system at(http://tcs.edb.gov.hk)
Enquires Basic Course29488820(Ms. Sally Ko)
Advanced Course29488691(Ms. Tse YanYin)
Thematic Course29487538(Mr. Ben Wong)
ProgrammeWebsite
http://bat.eduhk.hk
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2. Introduction
The Education Bureau is committed to implementing integrated education (IE) for studentswith special educational needs (SEN) who can benefit from education in ordinary schools.These Government-funded courses are approved by the Education Bureau with full-timeblock release.
(a) Basic Course on Catering for Diverse Learning Needs (30 hours)(b) Advanced Course on Catering for Diverse Learning Needs (102 hours)(c) Thematic Courses on Supporting Students with SEN (90 or 120 hours)
Over the years, The Hong Kong University of Education (now renamed The EducationUniversity of Hong Kong or EdUHK) has organised basic and postgraduate professionalteacher training courses (with diverse learning needs) in part-time mode, funded by theUniversity Grants Committee (UGC).
The Department of Special Education and Counselling (SEC) of EdUHK is nowcommissioned by the Education Bureau of the HKSAR to run the above courses. Webelieve that part-time study mode or granted paid study leave will able to provide differenttypes of appropriate special education and professional training opportunities to in-serviceteachers.
This programme handbook lists out the aims, content, learning outcomes, assessmentrequirements and administrative arrangements of this programme. It also provides someliterature references and special education resources. Participants are encouraged to readcarefully in order to be better prepared for the study.
3. Programme Objective
The Department has organised the Special Educational Needs training Programme with theaim of enhancing teachers' professional knowledge, skills and attitudes. The programmehelps teachers understand students with diverse learning needs, and be able to apply thewhole school approach and effective support strategies to cater for students with specialeducational needs in mainstream or special schools. The curriculum covers the followingthree categories:
3.1. SEKG20170001 Basic Course on Catering for Diverse Learning Needs
The Basic Course aims at enhancing teachers' competency in catering for classroomdiversity. Participants will learn the principles and policies of integrated education in HongKong; understand learners’ various special needs; acquire the related support strategies and
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skills; and develop a positive attitude towards inclusion. On completion of the course,participants will be able to accommodate learners’ diverse learning needs and providesupport accordingly.
3.2. SEKG20170002 Advanced Course on Catering for Diverse Learning Needs
The Advanced course aims at enhancing teachers' competency in implementing integratededucation. Participants will examine the whole school approach framework; learn how todevelop policy, practice and culture for inclusion; understand the specific needs of learnerswith special learning needs; and identify related support strategies to support them.Participants need to plan, implement and review an intervention programme in catering forlearners with special needs. On completion of the course, participants will be able to assisttheir schools in promoting integrated education, and aim at catering for the diverse learningneeds of students.
3.3. SEKG20170003, SEKG20170004, SEKG20170005 Thematic Course onSupporting Students with SEN
This Thematic Course aims at enhancing teachers' competency in teaching students withvarious types of special educational needs. Participants will further review thecharacteristics, educational needs, supporting strategies, curriculum accommodation,teaching resources, behaviour management, team work and community support forstudents with certain types of special educational needs. Learning will combine theory andpractice. On completion of the course, participants will be able to apply necessaryprofessional knowledge and skills in catering for students with SEN.
4. Programme Structure
The programme offers three levels of training in order to meet the different professionalneeds of teachers. Applicants can choose to participate in Basic, Advanced and/orThematic (BAT) Courses, in order to meet the development of their school and ownprofessional development needs. However, applicants are advised to attend the basic courseif they do not have basic knowledge of special education.
The design of Advanced courses will be based on assuming participants have alreadygained basic knowledge of special education. Participants will further equip theirknowledge in catering for students with SEN by planning and practicing and catering forstudents with SEN in their school. The Thematic Courses aim at enhancing the competencyof teaching students with various types of special needs.
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The Department understands that applicants will have different experiences, backgroundsand professional needs. Applicants are advised to read the programme objectives, content,course duration and requirements of this handbook before they enroll on any course.
The basic course is thirty-hour modules with full-time block release. Participants have toattend the courses for six hours per day for 5 days. After the completion of the course,participants should submit the assessment tasks required by the course before thesubmission deadline. The course should be completed within one month.The Advanced Course will be conducted in a full-time block-release mode. This 102 hourscourse consists of one core module (30 hours) cum attachment (12 hours) and one electivemodule (60 hours). Participants attend lessons for 6 hours per day and a total 17 days oflessons. On completion of the course, participants should carry out a school-based projectin their own school in the ensuing 6 months, submit a report and present the findings.Participants should submit the assessment tasks required by each module before thesubmission deadline.
The thematic courses will be conducted in full-time block-release mode. It consists of threeseparate topics. Participants will attend the lessons for 6 hours per day with two differentcourse durations: 15 days (90 hours) and 20 days (120 hours). Participants should submittheir assessment tasks required by the course before the submission deadline. The coursewould be completed in 2 months.
Programme Basic Course Advanced Course Thematic Course
Course Code SEKG20170001 SEKG20170002 SEKG20170003SEKG20170004SEKG20170005
Study Hours 5 days(30 hours)
17 days(102 hours includingattachment)
20 days (120 hours)/15 days (90 hours)
StudyPeriod
1 month(courseparticipation andsubmission ofassignment)
6 months(course participation andsubmission ofassignment)
2 months(course participationand submission ofassignment)
Number ofModules
1 Core 1 Core1 Elective(3 elective modules)
ASD, AD/HD, EBD;PD & VI;HI & SLI
CoreModule
Catering forDiverse
Catering for DiverseLearning Needs in aninclusive school
(3 separated topics)
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Learning Needsin classroom
Thematic Course onSupporting Studentswith SEN
· Behavioural,Emotional andSocialDevelopmentNeeds (Focusingon the needs ofstudents withASD, AD/HD andEBD)
· Sensory,Communicationand PhysicalNeeds (Focusingon the needs ofstudents with PD& VI)
· Sensory,Communicationand PhysicalNeeds (Focusingon the needs ofstudents with HI &SLI)
Elective /Thematicmodules
1. Cognition andLearning Needs(Specific LearningDifficulties &Intellectual Disability)
2. Behavioural,Emotional and SocialDevelopment Needs(Autistic SpectrumDisorders, AttentionDeficit/HyperactivityDisorder & Emotionaland BehaviouralDifficulties)
3. Sensory,Communication andPhysical Needs(Physical Disability &Visual Impairment,Hearing Impairment &Speech and LanguageImpairment).
n cum attachment(2 days)
Remarks The Department reserves the right for all the necessary changes ofthe course re-arrangement, including class cancellation or morenumber of groups.
5. Admission Requirements
All in-service teachers of primary, secondary and special schools (included Direct SubsidySchools) nominated by their school can apply for the course. There is no limited numberof applicants for each school. Applicants who are responsible for teaching students withSEN in their school will be given priority in enrollment.
6. Language Medium of Instruction
Cantonese supplemented with English (English in any specified event).
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7. Class Date
The department offers Basic, Advanced and Thematic courses on various topics at differenttimes throughout the year 2016/2017. Details are published on the EDB Training Calendarwebsite (http://tcs.edb.gov.hk) and our programme website (http://bat.eduhk.hk/).
8. Venue
Unless specified, the lessons will be mainly be held at the Tseung Kwan O Study Centreof The Education University of Hong Kong, but some lessons may be arranged at the TaiPo Campus.
9. Application
Application should be made via the E-service system. For application procedures anddetails, please refer to the EDB Training Calendar website (http://tcs.edb.gov.hk). Theapplication deadline is five weeks prior to the start of the course. The criterion of selectionis on a first-come-first-served basis.
n Basic Course on Catering for Diverse Learning Needs (Course code:SEKG20170001)
n Advanced Course on Catering for Diverse Learning Needs (Course code:SEKG20170002)
n Thematic Course on Supporting Students with SEN (Course code:SEKG20170003、SEKG20170004、SEKG20170005)
10. Admission and Notification
The start of the course will depend on the number of applicants and arrangement of theDepartment. The criterion of selection is on a first-come-first-served basis and depends onthe number of applicants from each school. Successful or rejected applicants for all eventswill be notified via the e-Services Portal Account three weeks prior to the start of thecourse. Successful applicants for all events will be informed about the venue via the e-Services Portal Account once confirmed. Applicants should check the notification andreply accordingly. For applicants who fail to respond, their place will be taken up anotherapplicant on the waiting list without prior notice.
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11. Award of Certificate
This programme is a special education professional development programme withrecognised qualifications. To be awarded a Certificate of Completion, participants mustobtain satisfactory results in all assessment tasks required and successfully fulfill the 80%attendance requirements as stipulated by the course. The above requirement has to beapproved by the Examination Committee. Each course will have separate certificate issuedtwo months after the Board Examination Committee meeting.
12. Credit Exemption
The Department of Special Education and Counselling (SEC) was commissioned by theEducation Bureau (EDB) of the HKSAR to run the above courses. Participants whosuccessfully complete the Basic/Advanced Course and/or Thematic Course with a goodresult can apply for credit exemption when they continue to study a special educationprogramme (e.g., Bachelor of Arts (Honours) in Special Education or master programme)at EdUHK. Applications will be determined on an individual basis.
13. Other Information and Block Release Arrangement
These Government-funded courses are approved by the Education Bureau (EDB). Once ateacher is admitted to the course, a supply teacher will be provided to the school (for furtherdetails, please refer to the EDB notice 108/2012).For enquiries, please contact the corresponding Regional Education Offices (REOs) orEDB Special Education Team 2 (Ms. Chan) at 36983735.
14. Module Outline
14.1 SEKG20170001 Basic Course on Catering for Diverse Learning Needs
Content of Core Module
Catering for Diverse Learning Needs in classroom
The Basic Course aims at enhancing teachers' competency in catering for classroomdiversity. Participants will learn the principles and policies of integrated education in HongKong; understand learners’ various special needs; acquire the related support strategies andskills; and develop a positive attitude towards inclusion. On completion of the course,participants will be able to accommodate learners’ diverse learning needs and providesupport accordingly. Participants need to hand in their assignment within one month oftheir study period.
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14.2 SEKG20170002 Advanced Course on Catering for Diverse Learning Needs
Content of Core Module
Catering for Diverse Learning Needs in an inclusive school
The course aims at examining a whole school approach framework with a theoretical basisand its impact on the establishing an inclusive school. Participants will examine the wholeschool approach framework, learn how to develop policy, practice and culture for inclusionand understand the specific needs of learners with special learning needs and identifyrelated support strategies to support them. Participants need to plan, implement and reviewan intervention programme in catering for learners with special needs. On completion ofthe course, participants will be able to assist their schools in promoting integratededucation, and aim at catering for the diverse learning needs of students. Participants needto submit a school based project within six month of the study period.
Content of Elective Module
1. Cognition and Learning Needs (Specific Learning Difficulties & IntellectualDisability)
The Course aims at enhancing teachers' competency in catering for students with anIntellectual Disability and Special Learning Difficulties. The course content will explorethe causes, characteristics, identification and assessment methods for mentally retarded andSpecific Learning Disabilities and also their learning needs. Participants will be groupedinto a Chinese and/or English group to study and implement some effective teachingstrategies (including the three-tier support model), and curriculum and examinationadjustment to support the learning of students with the above learning difficulties.Furthermore, participants will learn how to work with professionals and make good use ofschool and community resources to support students who are mentally retarded or SpecialStudents with Learning Disabilities.
2. Behavioural, Emotional and Social Development Needs (Autistic SpectrumDisorders, Attention Deficit/Hyperactivity Disorder & Emotional andBehavioural Difficulties)
The Course aims at enhancing teachers' competency in catering for students with BESDN(Autistic Spectrum Disorders, Attention Deficit/Hyperactivity Disorder & Emotional andBehavioural Difficulties). The Course will introduce the characteristics and educationalneeds of students with BESND. Participants will study relevant supporting teaching
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strategies, classroom management, intervention programmes, social training, behaviouralmanagement, conflict reduction, curriculum and exam accommodation, IEP execution andother related topics. They will also learn how to implement and carry out home-school co-operation and the use of community resources and services.
3. Sensory, Communication and Physical Needs (Physical Disability & VisualImpairment, Hearing Impairment & Speech and Language Impairment).
The course is designed to allow participants to understand how to cater for students withPhysical Disability (PD) & Visual Impairment (VI), and/or Hearing Impairment (HI) &Speech and Language Impairment (SLI). The Course will introduce the characteristics,effects and educational needs of students with Sensory, Communication and PhysicalNeeds. Participants will study some beneficial curricula and teaching strategies thatenhance the development of language skills of students, and learn how to use the wholeschool approach to promote the development of students’ communication skills. They willalso suggest some accommodation methods for curricula and exams, teaching supportstrategies, environment settings, supporting devices, rehabilitation training for studentswith Sensory and Physical Needs, and the use of community resources and professionalservices.
School Attachment Programme
The attachment programme aims at providing chances for participants to teach studentswith SEN so, thus, to enhance their individual experience and self-reflection. Througharrangement, participants will form groups and visit different schools to conductdiscussions, lesson observations and teaching exchanges.
14.3 Thematic Course on Supporting Students with SEN
1. Behavioural, Emotional and Social Development Needs (Focusing on the needs ofstudents with ASD, AD/HD and EBD) (SEKG20170003)
Participants should have some basic knowledge in teaching and handling students withBESND before applying for this course. The course emphasises both theoretical andpractical aspects. Participants will further review the characteristics, educational needs,supporting strategies, curriculum accommodation, teaching resources, behaviourmanagement, team work and community support for students with BESDN. On completionof the course, participants will be able to apply the necessary professional knowledge andskills in catering for students with BESDN. The course composes of two parts: (a) 18 days(108 hours) of lectures and workshops; and (b) four half-day (12 hours) sessions of
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supervised group practicum. Participants should submit their assessment tasks within thetwo-month.
2. Sensory, Communication and Physical Needs (Focusing on the needs of studentswith PD & VI)(SEKG20170004)
Participants should have some basic knowledge in teaching and handling students with“Sensory, Communication and Physical Needs” (SCPN) before applying this course. Thiscourse will focus on students with different kinds of visual and physical handicaps inprimary and secondary schools, exclaim their causes and effects, and explore the relevantenvironment settings, aids and rehabilitation. The course will also analyse some effectivecurriculum, instruction, assessment, accommodation and supporting strategies to helpparticipants to develop, implement and evaluate programs for enhancing the learning andactivity abilities of students with SCPN. On completion of the course, participants will beable to apply the necessary professional knowledge and skills in catering for students withPD & VI. The course will last for 90 contact hours in total. Participants should submit theirassessment tasks within two months.
3. Sensory, Communication and Physical Needs (Focusing on the needs of studentswith HI & SLI) (SEKG20170005)
Participants should have some basic knowledge related to students with HI & SLI beforeapplying this course. This Course will focus on the effective curriculum design, teaching,assessment, accommodation and supporting strategies for teaching students with SCPN (HI& SLI). Participants will learn how to plan, develop, implement and evaluate interventionprograms for improving the social-communicative skills, emotion and learning difficultiesof these SCPN (HI & SLI) students. The course will last for 90 contact hours in total.Participants should submit their assessment tasks within two months.
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15. Programme Timetable
CalendarBasic Courses
(SEKG20170001)
Advanced Courses
(SEKG20170002)
Thematic Courses
(SEKG20170003,
SEKG20170004,
SEKG20170005)
WeekdaysPublic
Holidays5 Days 17 Days 15 – 20 Days
Sep 12-16 16
Sep 19-23
Sep 26-30 BC-AA
TC-B-AA30/9 – 28/10
Oct 3-7
Oct 10-14 10
Oct 17-21 BC-AB
Oct 24-28
Oct 31-4 Nov BC-AC
AC-ABBESDN
3/11 – 25/11
Nov 7-11
Nov 14-18
Nov 21-25
Nov 28-2 DecBC-AD(EMI)
TC-B-AB28/11 –23/12
Dec 5-9 BC-AE
TC-PDVI-AA5/12 – 23/12
Dec 12-16
Dec 19-23 BC-AF
Dec 26-30 26, 27
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CalendarBasic Courses
(SEKG20170001)
Advanced Courses
(SEKG20170002)
Thematic Courses
(SEKG20170003,
SEKG20170004,
SEKG20170005)
WeekdaysPublic
Holidays5 Days 17 Days 15 – 20 Days
Jan 2-6 2
AC-AF4/1 – 26/1
TC-HISLI-AA6/1 – 26/1
Jan 9-13 BC-AG
Jan 16-20
Jan 23-27
Jan 30-3 Feb30, 31 Jan
Feb 6-10
Feb 13-17BC-AH(EMI)
AC-AC16/2 – 10/3
Feb 20-24
TC-B-AC20/2 – 17/3
Feb 27-3 Mar
Mar 6-10
Mar 13-17 BC-AITC-HISLI-AB
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CalendarBasic Courses
(SEKG20170001)
Advanced Courses
(SEKG20170002)
Thematic Courses
(SEKG20170003,
SEKG20170004,
SEKG20170005)
WeekdaysPublic
Holidays5 Days 17 Days 15 – 20 Days
Mar 20-24
AC-ADBESDN-EMI20/3 – 12/4
TC-HISLI-AB13/3 – 31/3
Mar 27-31
Apr 3-7 4
Apr 10-14 14
TC-B-AD11/4 – 12/5
TC-PDVI-AB11/4 – 5/5
Apr 17-21 17
Apr 24-28 BC-AJ
May 1-5 1, 3
May 8-12
AC-AE10/5 – 2/6
TC-HISLI-AC8/5 – 26/5May 15-19 BC-AK
May 22-26
May 29-2 Jun 30 May
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CalendarBasic Courses
(SEKG20170001)
Advanced Courses
(SEKG20170002)
Thematic Courses
(SEKG20170003,
SEKG20170004,
SEKG20170005)
WeekdaysPublic
Holidays5 Days 17 Days 15 – 20 Days
Jun 5-9 BC-AL
TC-B-AE5/6 – 30/6
Jun 12-16 BC-AN
AC-AG15/6 – 7/7
Jun 19-23
Jun 26-30
Jul 3-7
Jul 10-14 BC-AM
TC-B: SEKG20170003
TC-PDVI: SEKG20170004
TC-HISLI: SEKG20170005
The Department may increase the number of courses according to the number of applicantsin different phrases. Latest information for the course will be posted on the EDB TrainingCalendar website (http://tcs.edb.gov.hk) and our programme website (http://bat.eduhk.hk/).Application should be made via the E-service system on a “first-come, first-served" basis.The Department reserves the right for changes, re-arrangement and cancellation of theabove courses.
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Part IIInformation
forParticipants
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1. Tuition Fee
This programme is subsidised by the EDB and is free of charge. Participants may need toshare the expenses for some learning activities, transportation, additional reading materialsand refreshments.
2. Attendance and Absence
This programme values the attendance and punctuality of participants. The participation ofparticipants plays an important part in learning. Participants should cultivate a strong senseof responsibility and punctuality habits, and strongly encouraged to attend 100% of thelectures and activities. If participants have to be absent from a lecture due to a specialreason, they are required to fill in the “application form for leave” and get the approvalfrom their school and the related lecturer. Participants should avoid lateness and early leave.Participants arriving 15 minutes late (or leave 15 minutes or more early) without a doctor’scertificate, or if the lecturer believes their lateness or leave will seriously affect the learningprogress, the situation will be counted as one absence. In addition, students who arbitrarilyalter the attendance record or on behalf of other participants by signing in could causeunnecessary misunderstanding. Participants are required to attend a minimum 80% of theircourse in order to be awarded a Certificate of Completion.This programme is commissioned by the Education Bureau of the HKSAR. The attendanceand results of all the participants will be submitted to the Education Bureau for keepingrecords or follow up.
3. Violation of Academic Integrity
Plagiarism, falseness and cheating in exams are prohibited and act as violation of academicintegrity. Assignments submitted by participants must be written by themselves. Whenreferring to the writings of others, participants should cite the source and author of thematerials in the proper way. Participants must also pay attention when using literary,dramatic, musical and artistic works, sound recordings, films, television, radio and otherbroadcasting programmes which involve copyright issues. Unauthorised using or copyingof any information or data can constitute copyright infringement. Students must refer tothe "Copyright Ordinance" and the school's copyright policy in order to avoidinfringements which may lead to legal proceedings.
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4. Teachers and Students Consultative Meeting
In order to keep improving and maintain a better curriculum which meet the needs ofteachers, the department will hold consultative meetings with teachers and studentsbetween courses. Participants can share and exchange their experiences, and opinions aboutthe courses with lecturers. Each group of students can elect one or two representatives tocollect the views of members, and attend the consultative meeting. The date of the meetingwill be announced later in the course.
5. Course Evaluation
At the end of each course, participants will be invited to fill out a "course evaluation form"to express their overall opinion of the course. The teaching assessment will be given to thecorresponding instructors.
6. Library Service
All participants can enjoy the services and other facilities provided by the Mong Man WaiLibrary and Tseung Kwan O Study Centre Library (except the center opening for public).Participants can borrow materials to facilitate their learning and teaching. Participants arerequired to inform themselves about the library and comply with the rules and regulations.For details, please contact the media service station at 2948-6689.Participants can visit the Special Education Resource Centre or their website(http://www.edb.gov.hk/en/edu-system/special/resources/serc/index.html) for more informationrelated to special education needs. Please refer to the following information about theCentre:
Special Education Resource CentreService andFacilities
There are lots of multi-media facilities at the Centre for the productionof teaching materials by teachers. Besides, updated journals,magazines and books on special education as well as school-basedcurriculum projects are also available for teachers' and publics'reference.
OpeningHour
Monday to Friday：9:30 a.m. to 1:00 p.m. 2:00 p.m. to 6:30 p.m.Saturday, Sunday and Public Holidays: Closed
Location Room 229, West Block,EDB Kowloon Tong Education Services Centre,19 Suffolk Road, Kowloon Tong, Kowloon, Hong Kong.
Contact (852) 3698 3900
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7. Prevention for Influenza
In order to further prevent the spread of influenza, participants need to strengthen theirpersonal hygiene practices. If you have fever, cough, sore throat and/or flu-like symptoms,please wear a mask and consult your doctor. If participants are diagnosed with influenza,he/she should avoid attending lessons or visiting the campus and Centres. They should alsoinform the Centres and schools about their situation as soon as possible.
8. Class Arrangement during Adverse Weather
When the Black Rainstorm Warning Signal or Tropical Storm Warning Signal No. 8 (orhigher number) is hoisted, the following arrangements will apply:For classes not yet started
Status of Weather Warning Contingency measuresAM classesBlack Rainstorm Warning Signal or Tropical StormWarning Signal No. 8 (or higher number) is hoisted ator after 6:00 am
All morning classes(before 1:30pm) will becancelled
PM classesBlack Rainstorm Warning Signal or Tropical StormWarning Signal No. 8 (or higher number) is hoistedbetween 6:01am-11am
All afternoon classes willbe held as usual
Black Rainstorm Warning Signal or Tropical StormWarning Signal No. 8 (or higher number) is hoisted ator after 11:00 am
All afternoon classes(1:30pm-5:30pm) will becancelled
For classes already startedStatus of Weather Warning Contingency measures
When Typhoon Storm WarningSignal No. 8 or above is hoisted
All classes will be suspendedimmediately.
When a Black Rainstorm WarningSignal is hoisted
Unless the lecturer decide to cancel theclass, all classes (except those heldoutdoors) will continue.
Note: According to the provisions of the Education Bureau, the curriculum team need tomake arrangements for make-up classes for cancelled lessons. Make-up classes maycontinue to run in the curriculum, or in addition to weekday nights, Saturdays or schoolholidays. Substitute teachers may not be provided to schools in this case. Participants willbe notified about the make-up class arrangement by lecturers and through e-mail.
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9. Change of Personal Particulars
The personal information of participants for registration use will be kept in the studentprofiles. Participants should notify the Department about their changes of information suchas address or phone number. For participants who have completed or have dropped outfrom the course, their personal information will be kept in their student profile, and nochanges will be made.
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Part IIIAppendices
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1. Programme Rules and Regulations
1.1 Credit System1.1.1 This programme applies a credit system; related topics are grouped into modules
and measured according to the credit.1.1.2 Each credit is equivalent to ten hours of learning hours, including lectures and
individual study hours. Every credit of teaching time is generally equivalent toteaching of one hour per week (a total of ten weeks).
1.1.3 Students must complete the required credits for the corresponding courses forgraduation.
1.2 Period of Study1.2.1 The period of study has been listed in the course outline. To complete the course,
students need to complete all the unit required.
1.3 Assessment1.3.1 Assessment method
1.3.1.1 The purpose of academic assessment is to measure student learningoutcomes and whether the course objectives are met. The guidelines for assessmentshould be clear.1.3.1.2 The assessment of each unit directly refer to the main objective of the unit;other objectives may also be assessed.1.3.1.3 Summative assessment of each unit may be a combination of a variety ofassessment methods, including written assignment, portfolios, making teachingmaterials, quizzes, exams and the performance of skills.1.3.1.4 The total amount of unit summative assessment will follow the proportionof the credit and assessment method.1.3.1.5 Participants will receive their result after the academic assessment; the timewill be different according to individual units.1.3.1.6 Details of the assessment method and the combination of the shareproportion of each unit will be listed in each course outline. Lecturers will explainthe details in the first to second lessons.
*Notes: As a reference, participants are required to write about 3000 words for theirassignment for completing a course with 3 credit points.
1.3.2 Courses Assessment and Grades
1.3.2.1 Grading System
Students’ performance in each course is expressed in terms of the following system:
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Course Grade Interpretation Grade PointEquivalent
A+*AA-
Distinction 4.334.003.67
B+BB-
Good 3.333.002.67
C+C**
Satisfactory 2.332.00
F Fail 0.00
* Grade A+ is only given for outstanding performance in the course
** Grade C is the minimum level required for course progression
1.3.2.2 The rating method will follow the norm as a reference. The coursecoordinator will
ensure that there will be some appropriate adjustment of results before submitting
them to the examination committee or curriculum committee.
1.3.2.3 Students' performance in the programme is described in a Programme GradePoint
Average (GPA), which can be calculated by:
(i) multiplying the Grade Point Equivalent# (GPE# ) for each course by thenumber of credit points (CPs) of the course (GPE x No. of CPs of the course);then
(ii) adding the corresponding GPE# for all the courses in the programme; then
(iii) dividing that total by the total number of CPs in the programme (excludingField Experience) as a whole, as indicated below:
Programme GPA = Sum of (GPE x No. of Course CPs) for all courses in the programme
Total no. of CPs in the programme (excluding Field Experience)
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1.3.3 Assessment Result
1.3.3.1. The announced assessment results are tentative before they are approvedby the examination committee.1.3.3.2. Assignments marked A+ or Failed will be given to a second recognisedmarking member for independent assessment.
1.3.4 Late Submission of Assignment and Absence from Assessment Activities
1.3.4.1 Students shall follow deadlines for the submission of assignments andpresent themselves for tests, examinations and prescribed assessment activities atthe appointed time.
1.3.4.2 Course lecturers may approve an application for late submission ofassignments based on a valid cause provided by the student.
1.3.4.3 Approved applications shall be copied to the ProgrammeLeader/Coordinator for information.
1.3.4.4 The grading of further assessment work so prescribed may be lowered, ona case-by-case basis, up to one full grade.
1.3.4.5 The participant will be accorded a fail grade (Grade F) in the unattendedcomponent(s) of assessment for the course.
1.3.4.6 Participants who are unable to complete a class test/examination/otherassessment task should apply to the Programme co-ordinator through the courselecturer for special consideration. The application must be accompanied by originalcopies of any relevant documentary evidence, including medical certificates incases of illness or disability.
1.3.4.7 If the Programme co-ordinator is satisfied that a student's absence from orinability to complete a class test/examination/other assessment task has a validcause, the participant will be permitted to complete further assessment work in aform to be determined by the course lecturer. The grading of further assessmentwork so prescribed may be lowered, on a case-by-case basis, up to one full grade.
1.3.4.8 If the Programme co-ordinator, after considering all available information,decides to reject a student's request for special consideration, the student will beaccorded a fail grade (Grade F) in the unattended component(s) of assessment forthe course.
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1.3.5 Re-assessment
1.3.5.1 Participants who are allowed to retake the course must comply with the rulesprovided by the Examination Committee and finished re-assessment of the failedunit within a specified deadline. The highest grade for re-assessment will be “C+”.
1.3.5.2 Participants who fail in the re-assessment will be deemed unable tocomplete the course.
1.3.6 Academic Award
1.3.6.1 Participants must fulfill the following requirements in order to obtain theaward:
(i) Achieve the minimum credit requirements, and comply with all other provisionsof the curriculum; and
(ii) Have passed all modules; and
(iii) Average GPA of 2.0 or above
1.3.6.2 The general guidelines for award classifications based on participants'cumulative GPA are as follows:
Award classification Average GPADistinction 3.4 or aboveGood 2.70-3.39Pass 2.00-2.06
1.3.6.3 As a member of the teaching profession, participants are expected todemonstrate a high standard and professional conduct so as to fulfill societyexpectations of their profession.
Students receiving a warning should adhere to improve themselves in order to meetthe expectations that have been set out. If persistent misconduct is observed afterthe issuance of a warning, the case will be referred to the University's StudentDisciplinary Committee for consideration, which may lead to the discontinuationof their studies.
1.3.6.4 In general, academic results will be sent to the e-Services Portal Account.The hard copy of assignments will be sent to the Department 3 months after theresults have been released. For participants who are required to retrieve assignments,please contact relevant staff and return to the Tai Po campus.
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1.4 Academic Honesty
1.4.1. The Significance of Academic Honesty
1.4.1.1 The objective of the teaching training programme is not only to furtherknowledge and academic excellence, but also to nurture teacher beings with highmoral standards, who will be responsible citizens. One of the ways through whichyou can acquire these highly-valued qualities is by making sure that you keep tothe following guidelines:· Submit original work in all areas of your study including Field Experience;· Present genuine (i.e., not falsified or fabricated) information and data;· Properly acknowledge all uses of the work of others, which may include their
words, ideas, artistic products, inventions, lesson plans and research findings,etc.; and
· Correctly apply the citation system accepted by the University (refer to Part 3)in referencing the works used.
1.4.2. Breaches of Academic Honesty
1.4.2.1 PlagiarismThis is not just confined to copying another's words, sentences and/or paragraphs,but also means borrowing another's idea, concept or argument without properacknowledgment. It is a serious academic offence in the intellectual world as itstifles creativity and originality, whilst denying you the opportunity of learningfrom your work. There is zero tolerance for plagiarism at any level at the Universityas clearly spelt out in the Policy. Even if you just copy a phrase or sentence, orborrow an idea and/or concept without proper referencing, you have alreadycommitted plagiarism, an academic theft similar to stealing. You should avoid it atall costs.
1.4.2.2. Form of plagiarism
The most obvious form of plagiarism is direct copying without referencing.Modifying the way the author expresses his idea and passing this off as your own,that is, paraphrasing the author's idea, is another form of plagiarism though it is lessexplicit. Students, however, often fall prey to this form of plagiarism. Other formsmay include borrowing the work of others by attaching one's name to it or theindirect borrowing of work from a secondary source cited in the original sourcewithout properly acknowledging both sources. The following example may helpyou to grasp the meaning more thoroughly:
“In Hong Kong, women are expected to live longer than men.”
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(This fact has been widely known to Hong Kong people, so it is already commonknowledge and there is no need to acknowledge the source.)
In Hong Kong, women outlive men. According to the statistics of the Centre forHealth Protection in 2013, the average life expectancy of women is 86.7 years whilethat for men is only 81.1 years.
Centre for Health Protection's Major Health Indicators in 2013 and 2014. Retrieved23 July, 2015, from (http://www.chp.gov.hk/en/data/4/10/27/110.html_
(When we give exact figures, unless you are the source provider, you have toacknowledge the source. If you don't do so, you commit plagiarism!)
1.4.2.3. Multiple Submissions
You are not allowed to submit one paper for two or more courses without priorapproval from all the course teachers concerned. You are also prohibited from re-submitting any already assessed paper for another course, or using any part of thesame without proper acknowledgement.
1.4.2.4. Fabrication / Falsification
You must not fabricate data for research or provide falsified information or facts.
1.4.3. How to avoid academic misconduct
i. Apply action mentioned in the above 2 paragraphs;
ii. In referring to paragraph 3 of the above mentioned matters, you should
approach our staff if you have any doubts or inquiry; and
iii. To quote the part of an original assignment or as a basis for the currentassignment, participants should have obtained permission from their lecturers.
1.4.4. Consequences of Academic Misconduct
i. Ignorance of the meaning or scope of academic misconduct is not an excuse
under any circumstances; and
ii. Any alleged cases of academic misconduct will be handled by the Head of
the academic department concerned who shall then establish an investigation
committee to conduct a thorough investigation if a prima facie case for
plagiarism exists. The Head of an academic department shall refer the case to
the Student Disciplinary Committee (SDC) via the Dean of Faculty/Graduate
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School for further consideration. Any proven acts of academic misconduct
will be reported to the EDB, and a participant may result in the imposition of
penalties which may include but not limited to the suspension of studies.
1.5 Copyright
Participants should aware the existence of copyright in literary, dramatic, musical andartistic works, sound recordings, films, television, broadcast and cable programmes. Worksmade available on the Internet environment also have copyright. Any unauthorised copyingin any way of any materials or data constitutes an infringement of intellectual propertyrights.To avoid any infringements of intellectual property rights, you should observe theCopyright Ordinance of Hong Kong at these websites:(http://www.legislation.gov.hk/eng/index.htm) and library's website(http://www.lib.eduhk.hk) for the Use of Copyright Works in Education.
1.6 Student Discipline
Participants are expected to exhibit high standards of personal and professional behaviourwhilst trying to maintain a satisfactory academic performance. The University places greatemphasis on students' professional and personal development. Plagiarism, collusion,falsification of documents or records, impersonation, theft and any other offensiveactivities are strictly prohibited.
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2. Contacting Staff2.1. Programme Coordinating Team
Programme Coordinator：Dr. Ho Fuk ChuenOffice Location：B3-1/F-11
Contact Number：2948 7777 Fax：2948 7792
E-mail：[email protected]
Assistant Project Manager: Ms. Lam Pui Kwan, Karen
Office Location：B4-1F-18
Contact Number：2948 8893 Fax：2948 7792
E-mail：[email protected]
Programme Office:Location：D1-1/F-06, 10 Lo Ping Road, Tai Po
Fax：2948 7792
Office Hour：Monday – Friday 9:00am – 1:00pm
2:00pm – 5:00pm
Saturdays, Sundays & Public Holidays: Closed
Department Website：www.eduhk.hk/sec
Programme Website：bat.eduhk.hk
Other Supporting Staff:Course Staff Contact
Number
Basic Course Miss. Ko Sheung Wai, Sally 2948 8820 [email protected]
Advanced Course Miss. Tse Yan Sin 2948 8691 [email protected]
Thematic Course Mr. Wong Kei Pan, Ben 2948 7538 [email protected]
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2.2. Academic and Teaching Staff
The following list is for reference only. Changes may be made according to the needs ofindividual courses. For a detailed list, please refer to the programme handbook of theindividual course after it begins.
Name of Lecturers(In alphabetical order)
Position and Department Tel
2948-
Mr. Chim Ho Yeung,
Hastings
Teaching Fellow IDepartment of Special Education and Counselling
6345 hhychim
Ms. Chow Wing Sze,
Emily
Teaching Fellow IDepartment of Special Education and Counselling
8945 ewschow
Dr. Chu Sing Wa,
Steven
Teaching Fellow IDepartment of Special Education and Counselling
7287 chusws
Prof. Chung Kien Hoa,
Kevin
Chair ProfessorDepartment of Special Education and Counselling
8526 kevin
Dr. Ho Fuk Chuen Adjunct Assistant ProfessorDepartment of Special Education and Counselling
7777 fcho
Prof. Hue Ming Tak Professor, Head of DepartmentDepartment of Special Education and Counselling
7551 mthue
Ms. Kan Pui Wai,
Yvonne
Teaching Fellow IDepartment of Special Education and Counselling
8661 pwkan
Ms. Lam Sze Ching,
Cici
Senior Teaching FellowDepartment of Special Education and Counselling
7465 cicilam
Ms. Lau Suk Han,
Polly
Senior Teaching FellowDepartment of Special Education and Counselling
8710 pollylau
Dr. Yuen Chi Pun,
Kevin
Associate Professor, Associate Head of
DepartmentDepartment of Special Education and Counselling
7603 cpyuen
NOTE: Guest Speakers in relevant fields will be invited to the courses whenever necessary.
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3. Citation System3.1 Writing a reference for a printed material:
The following are common types of citing sources:· Book
· Chapter in a book
· Article in a journal, newspaper/magazine
· Report, academic paper or a published/unpublished thesis
Examples are given below. Note the ordering, punctuation marks (like comma, full stop
and colon) and the use of italics.
1. A book
2. A chapter in a book
3. An article in a journal
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4. An article in a newspaper
5. A report
6. A published dissertation
7. An unpublished thesis
8. An unpublished paper presented at a meeting
3.2. Writing a reference for an electronic resource
Basically, a reference for an online article includes the following components:
· Authors (if available)
· Title of document or description
· Date of publication
· DOI or URL
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1. Journal article with DOI
Include the digital object identifier (DOI) in the reference if one is assigned to the journal
article
2. Journal article without DOI
If no DOI is assigned to the journal article, include the home page URL for the journal in
the reference
3. Article in an Internet-only journal
4. Article in an Internet-only newsletter
5. Stand-alone document, no author identified, no date
6. Document available at university programme or department website
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7. Electronic copy of a journal article, more than seven authors
3.2 In-text Citations
If you wish to quote other people's works in your paper, you must list all these works in
your reference list at the end of your paper. The examples below give basic guidelines as
to how to make in-text citations so that the works can be easily found in your reference list.
1. Paraphrase (Summarise others' ideas in your own words)You may put the author's name within the main body of the text. Here, the date of
publication immediately follows the authors and is placed in brackets.
You may also put the author's name outside the main body of the text by placing the author's
name and date of publication in brackets at the end of the main text.
Note how references that contain more than one piece of work are quoted:
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The above examples are extracted from:
Pang, I.-W. (2004). School-family-community partnership in Hong Kong -Perspectives and challenges. Educational Research for Policy andPractice, 3, 109-125. doi:10.1007/s10671-004-5556-7
2. QuotationsNote the use of quotation marks and page numbers.
Short quotes (under 40 words)
Long quotes (over 40 words)
The above examples are extracted from:Lai, P.-S., & Byram, M. (2003). The politics of bilingualism: A reproduction analysis of the policy of mother
tongue education in Hong Kong after 1997. Compare: A Journal of Comparative Education, 33, 315-334.
doi:10.1080/03057920302595
3. In-text citations of electronic materialsMany electronic resources do not provide page numbers. If the paragraph numbers of an
electronic source are visible, use the abbreviation "para." preceding it.
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If the paragraph or page numbers are not visible, cite the heading and the number of the
paragraph.
The above examples are extracted from:Kennedy, K. J. (2003). Higher education governance as a key policy issue in the 21st century. Educational
Research for Policy and Practice, 2, 55-70.doi: 10.1023/ A: 1024468018883
4. An indirect sourceThe phrase "cited in" indicates that the reference to Lee's view was found in Hong Kong
Economic Times. Only Hong Kong Economic Times then appears in the reference list.
The above example is extracted from:Pang, I.-W. (2008). School-based management in Hong Kong: centralizing or decentralizing. Educational
Research for Policy and Practice, 7, 17-33. doi:10.1007/s10671-007-9041-y
3.3 How to organize a list of references
You can organise your references alphabetically by author and entries should have ahanging indent. When there are multiple publications by the same author, you should orderthem by date of publication, the earliest first.
Supplementary Notes
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1. Use “et al.” (and the rest) to refer to situations when you need to cite a reference
with three to five authors that appear for the second time:
First time:
Second time:
For reference with six or more authors, use “et al.” for the first and subsequent citations.
2. When citing sources of non-English languages, transliterate the author(s) and title in
alphabet and translate the title into English with brackets in the reference list.
References:
· American Psychological Association. (n.d.). APA style. Available from
http://www.apastyle.org
· American Psychological Association. (n.d.). APA style blog. Available from
http://blog.apastyle.org/
· American Psychological Association. (2010). Publication manual of the American
Psychological Association (6th ed.). Washington, DC: Author.
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4. Marking SchemeFor reference only
Distinction
A+, A, A-
A very impressive and excellent piece of work. Participant
demonstrates an understanding of the question/task which may be
beyond what is expected, but which is always relevant. A wide range
of relevant sources of literature and theories are used, well understood
and critically evaluated. The assignment is well-structured and
organised with a logical coherent line of reasoning and consistent
academic referencing and citing.
Good
B+, B, B-
A good and commendable piece of work. Participant demonstrates
sound understanding of the question/task. Presentation of points and
arguments generally relevant to the question/task. Good commentary
on evidence and materials used. A clear and relevant use of school-
based evidence that demonstrates some meaningful reflection with
clear structure and coherent line of reasoning. Generally accurate style
of writing and consistent referencing.
Satisfactory
C+, C
Participant can understand main point of the question/task and most
points and arguments presented are relevant to the question/task. Some
evidence of critical awareness but arguments often superficial.
Some minor problems in coherence but do not impede communication.
Reasonable writing style with some inaccuracies but not impeding
meaning. Generally consistent referencing and some control of length.
F
Fail
Overall, a very poor piece of work. Participant has inadequate, or lack
of, understanding of question/task. Purely descriptive account with
little or no analysis. Irrelevant comments and/or personal assertions
which are not supported by meaningful evidence. Lack of any critical
framework and unstructured writing
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5. Leave Application Form
39
6. Map of Tai Po Campus
40
7. Map of Tseung Kwan O Study Centre
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8. About the DepartmentsFACULTY OF EDUCATION AND HUMAN DEVELOPMENT
(http://www.eduhk.hk/fehd)
The Faculty of Education and Human Development is one of the three faculties at TheEducation University of Hong Kong. The FEHD stands at the forefront of research intoEducation and Psychology. FEHD launched three new Centres in 2015: The Centre forExcellence in Learning and Teaching (CELT), The Integrated Centre for Wellbeing(IWELL) and The Centre for Brain and Education (CBE). The new Centres facilitateinterdisciplinary research and provide quality training services in education, speech-language pathology, guidance and counselling, neuroscience and language acquisition.
DEPARTMENT OF SPECIAL EDUCATION & COUNSELLING
(http://www.eduhk.hk/sec)
The Department of Special Education and Counselling is composed of innovative scholarsand researchers with expertise in inclusive education, guidance and counselling,communication and speech disorders, as well as a number of other diverse specialisms. Itoffers high quality programmes in special and inclusive education, guidance andcounselling, and communication and speech disorders which enable educators to supportthe academic and emotional needs of all learners. The expertise and professionals of thedepartment are all in the provision of excellence in teaching, research, and scholarship.There are expertise on the areas of AD/HD and Emotional Behavioural Difficulties; AutismSpectrum Disorder; Developmental Disabilities; Intellectual Disabilities; Inclusiveeducation and positive psychology in schools etc.
Centre for Special Educational Needs and Inclusive Education
(http://www.eduhk.hk/csenie)
The CSENIE is a self-funded center, its mission is to support schools, parents and teachersto develop inclusive schooling so that all children have an equal access to high qualityeducation. The CSENIE is committed to:
· PROMOTING the implementation of inclusive education, to ensure each child,including the gifted and talented, disabled and socially disadvantaged, has accessto a quality and holistic schooling;
· ENCOURAGING schools to provide equal educational opportunity for each pupil,and to base practice on meeting individual differences, and the development ofevery pupil's potential;
· PROVIDING professional educational support and training for school personneland teachers;
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· STRENGTHENING the collaboration and cooperation between the Centre andschools, and among ordinary schools and special schools;
· RAISING community awareness, support and concern for inclusive educationthrough public and community education;
· ESTABLISHING partnerships with parents to resource schools in theimplementation of inclusive education;
· PARTICIPATING actively in the development, implementation and evaluation ofinclusive education related policies.
In recent years, in achieving the aims of advancing inclusion and catering for diversity,The CSENIS is proud of soliciting colleagues’ support, building up the resource centre,supporting school-based staff development, conducting research projects and producingpublications. They also build up partnership with international scholars for the diversifiedprofessional development, academic exchange, research and international conferences.The community services cover Macau and many regions in Mainland China.
9. Resources from the Education Bureau
9.1 Assessment tools restricted for Psychologist only
· The HK Test of Specific Learning Difficulties in Reading and Writing for Junior Secondary School Students (HKT-JS) (2007)
The test was mainly developed to diagnose secondary students who have learningdifficulties. The test contain the literacy part (word reading, one-minute reading,word dictation, ten-minute writing, reading and comprehension). For the cognitivepart, it contains digit rapid naming, phonological memory, orthographic knowledge,morphological awareness
· The HK Test of Specific Learning Difficulties in Reading and Writing for Primary School Students (2000, 2007)
The test was mainly to diagnose primary students who have learning difficulties.There are two parts: 1) Literacy and 2) Cognitive. For literacy part, the test containword reading, one-minute reading and word dictation. For cognitive part, the testcontain digit rapid naming, phonological Awareness, phonological memory,orthographic knowledge, as well as visual perceptual skills.
9.2 Assessment tools for teachers
· The Hong Kong Specific Learning Difficulties Behavior Checklist
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This behavioral checklist was published in 2000, aiming to help teachers toidentify students who have learning difficulties. There are two parts in themeasurements: 1) Literacy and 2) Cognitive. The aim of the Literacy part is toassess reading, writing and dictation skills. The cognitive part mainly assessstudents’ classroom behaviors, spatial ability, verbal ability, working memory,attention, sequential skills, motor skills, visual spatial ability and emotionadaptability.
This behavior checklist is application to students aged from 7-1 to 10 (Primary2 to 4 students).The form is to be filled by different subject teachers of thestudents and to make sure the teachers know the students well.
· The Hong Kong Specific Learning Difficulties Behavior Checklist, for Primary One to Primary Four Students
This behavior checklist was published in 2002, with added features to identifystudents from Primary One. The tool is applicable to students from 6 yearsold 1 month to 10 years old (i.e. Primary One to Four Students). The form isto be filled by teachers.
· The Hong Kong Behavior Checklist of Specific Learning Difficulties inReading and Writing for Primary School Students (Second Edition)Manual (BCL-P(II))
This behavioral checklist was published in 2010. It is the updated version forThe Hong Kong Specific Learning Difficulties Behavior Checklist, forPrimary One to Primary Four Students. There are two parts in themeasurements: 1) Literacy and 2) Cognitive.
The aim of the Literacy part is to assess reading, writing and dictation skills.The cognitive part mainly assess students’ classroom behaviors, spatial ability,verbal ability, working memory, attention, sequential skills, motor skills, visualspatial ability and emotion adaptability.
This behavior checklist has fewer questions for teachers to fill in.
· The Hong Kong Behaviour Checklist of Specific Learning Difficulties inReading and Writing for Junior Secondary School Students (BCL-JS)
This behavior checklist was published in 2009. The aim for this checklist is tohelp school teachers to identify secondary students who are at-risk of learningdifficulties.
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9.3 Teaching kits for students with Special Learning Difficulties
· “Rebuilding our Word Planet” (R.O.W.) (2007)Website: http://row.proj.hkedcity.net/about/about_index.php
· Providing Services to Candidates with Specific Learning DifficultiesWebsite: http://www.hkeaa.edu.hk/DocLibrary/Candidates/Special_Needs_Candidates/leaflet_SLD_eng_Aug2014.pdf
9.4 Teaching kits/ Resources of Whole School Approach for InclusiveEducation
· Operation Guide on Whole School Approach to Integrated EducationWebsite: http://www.edb.gov.hk/attachment/en/edu-system/special/support/wsa/ie%20guide_en.pdf
· EDB Special Education official websiteWebsite: http://www.edb.gov.hk/en/edu-system/special/overview/factsheet/special-edu/index.html
· Inclusive Education for All: A Dream or Reality?Website: http://www.edb.gov.hk/attachment/tc/edu-system/special/support/wsa/secondary/hk%20inclusion_%20june%202012_peter%20farrell.pdf
· Embracing Social InclusionWebsite: http://www.gov.hk/en/residents/housing/socialservices/youth/SocialInclusion.htm
