Sorting out special needs
[Education Post]
Many children will need extra help or support at some point during their academic life. They may struggle when first learning to read, or have trouble dealing with unwanted playground conflict. They might also need assistance in overcoming a temporary or ongoing physical disability.
Special educational needs (SEN) include physical, sensory, mental health and learning disabilities, or any other condition which results in an individual needing to learn in a way different from a student who does not have that condition.
Students whose special educational needs require little in the way of adjustment by their teachers or schools may be able to join mainstream classes, often receiving additional help from learning support in or out of school. These days, both in Hong Kong and internationally, schools strive to be inclusive and meet these children’s needs. The phrase Next Frontier Inclusion (NFI) defines inclusive schools as those that successfully serve a managed number of students representing the full range of learning differences: mild, moderate, and intensive needs, and the exceptionally able.
Children may be diagnosed with a range of conditions such as autism, Down’s syndrome, ADHD (attention deficit hyperactivity disorder), Asperger’s syndrome, and dyspraxia.
Unfortunately, Hong Kong has extremely limited provision for such students. Many schools are far from inclusive, or simply do not have the resources to help these children thrive.
A few schools will accept children with mild and moderate learning needs. They may have speech and language therapists, occupational therapists, a physiotherapist, a nurse and a registered music therapist on the staff.
Ideally, each student has an individual education plan (IEP) outlining their learning goals. This is developed through collaboration involving teachers, therapists, the family and, if possible, the student. The idea is to identify and build on the student’s strengths and closely monitor their progress, so that teaching can be tailored accordingly.
Hong Kong has 60 aided special schools offering primary and secondary places for students with severe SEN or multiple disabilities. These schools variously cater for children coping with visual or hearing impairment, physical or intellectual disabilities, and social development issues. There are also schools for children who are hospitalised for a significant period, but who are well enough to continue studying. These schools provide a Cantonese-language-environment. However, children who do not come from Cantonese-speaking families, may see their overall progress hindered.
Ronald Choi, school director of Bridges Academy, says early intervention is extremely important for SEN children. The first 10 years of a child’s life are the golden years, Choi says. They are like sponges, trying to absorb everything. In theory, prognosis is better when a child can receive early intervention. Studies carried out in other countries revealed that early intervention ends up saving money for both parents and government in the long run in educating SEN children.
But Choi adds that Hong Kong is still at a developing stage in terms of SEN education. Some playgroups and kindergartens now recognise that these needs do exist, and a few are working on accommodating early intervention by providing Occupational Therapy (OT), Speech and Language Therapy (SLT), physiotherapy and psychologists on site to help. People are definitely more aware but SEN education is still in its infancy, he adds.
Choi stresses that allowing SEN children to continue their education in mainstream schools is definitely the ultimate goal. However, in reality, mainstream schooling is not for everyone. Often, problems arise on the social side of things when Autism Spectrum Disorder (ASD) conditions are mainstreamed. Even though they may be able to catch up academically, they often become the targets of bullying as they grow within the mainstream environment.
[Source: Education Post / by JOHN BRENNAN / 12 Nov 2015]
