1. Whole School Approach to Integrated Education (IE)
Mrs Anissa WONG
Senior Education Officer (Special Edcuation Support 3)
Education Bureau

2. Read the following sentence aloud
Atitubes towarb beoble thwi disabilitie are a litle like spinach –trsong and sometime based on misunderstandings.
Attitudes toward people with disabilities are a little like spinach – strong and sometimes based on misunderstandings.

3. Integrated Education
One of the aims of integrated education is to help all students/teachers/parents recognize, accept and respect individual differences, and even celebrate differences. This serves as a driving force for personal growth and the development of an inclusive society.

4. Legislation and policies have changed the way society thinks about disabilities
1977: The White Paper on Rehabilitation - Integrating the Disabled into the Community: A United Effort 《康復政策白皮書：群策群力，協助弱能人士更生》has led to increased opportunities for students with special educational needs (SEN) to integrate into the ordinary schools.
1994: Salamanca Statement 《薩拉曼卡特殊教育 宣言》 called upon governments to endorse integration in the schooling system.
In 1996, the Disability Discrimination Ordinance 《殘疾歧視條例》 , safeguards equal opportunities for the disabled in education.

5. Legislation and policies have changed the way society thinks about disabilities
In 2001, the Disability Discrimination Ordinance - Code of Practice on Education 《殘疾歧視條例教育實務守則》 came into effect. The Government, schools, teachers should ensure equal opportunities in education for students with SEN.
In 2008, the United Nations Convention on the Rights of Persons with Disabilities (聯合國《殘疾人 權利公約》) has entered into force. We are required to recognize “the importance of accessibility to ...education … in enabling persons with disabilities to fully enjoy all human rights…”.

6. Developmental Milestones of Integrated/Inclusive Education (from Segregation to Inclusion)
Special classes / programmes in some ordinary schools
permissive development rather than mandatory
1997
2-year IE pilot project featured by adoption of WSA
Salamanca Statement in 1994
DDO 1996
Today
Implementation of WSA to IE in all public sector schools
Convention on the Rights of PWD in 2008
1960’s
~ 60 special schools
Inclusion
Segregation
Integration
In May 1996, the Board of Education (BoE) Sub-committee on Special Education published its report. In view of the opinions received during public consultation on the report, the BoE noted the need for a long-term strategy on integration. It therefore recommended a pilot project to facilitate formulation of a future strategy. Aim and duration of the Pilot Project 2. The aim of the project is to find out how children with a disability can be effectively integrated into ordinary schools.

7. SEGREGATION INTEGRATION INCLUSION
(Tends to emphasize)
Services to Disabled People
Needs of Disabled People
Rights of Disabled People
Categorizing Disabled People
Changing Disabled People
Changing Schools
'Special' / different treatment
Equal treatment
Equality - each receives support they need to thrive & achieve their potential
Integration – disabled people to adapt to the environment
Inclusion – change the environment to suit the disabled

8. SEGREGATION INTEGRATION INCLUSION
(Tends to emphasize)
Disability is a problem to be fixed (in a special place)
Disability is a problem to be fixed
Everyone has gifts to bring
Services available in segregated setting
Benefits to disabled person of being integrated
Benefits to everyone, including all
Professional/experts
friends & support
Separate curriculum
Curriculum delivery
Curriculum content

9. “Inclusion”
calls for a reform of the school system through removing all attitudinal, environmental and pedagogical barriers to full participation, in order to accommodate the diverse learning needs of students.
融合教育
要求學校從制度上改革，消除所有態度、環境及教學方面的障礙，使有不同學習需要的學生都能全面參與學習活動。因此，教育局提倡學校採用「全校參與」模式
Whole School Approach

10. Education Policy for Students with SEN
To enable children with SEN to fully develop their potential through education in ordinary schools as far as possible
Subject to assessment and recommendations of specialist and consent of parents, children with severe, profound or multiple disabilities/SEN will be referred to special schools for intensive support; and
The government provides additional resources, teacher training and professional support to enhance the capacity of ordinary schools in catering for students with SEN.
教育政策：
讓有特殊教育需要的兒童融入主流學校，全面發展個人潛能。
至於有嚴重或多重殘障的學生可選擇入讀特殊學校，以便接受更個別化的支援服務；
政府提供額外資源、教師培訓及專業支援，以提升主流學校的專業能力，以便更有效地照顧有特殊教育需要的學生。

11. Development of Special Education in Ordinary Schools in Hong Kong
Special Education Provisions
Observation/ Results
Special Classes in 1970’s and phased out gradually since 1997
‘Resource Class’ for students with learning difficulties since 1983 
‘Intensive Remedial Teaching Programme’ since 2000
Skills Opportunity Schools & Practical Schools
(started in 1992 and phased out or mainstreamed in 2004)
Only schools with poor intake were willing to operate special classes
All SEN support relied on 1 or 2 remedial support teachers only
Marginalization of resource teachers and students with SEN in ordinary schools
Some under-performed teachers were deployed to teach special classes
Low expectation on students with SEN
Much criticism from concerned groups and parents of students with SEN
2. Resource Class = 啟導班 → Intensive Remedial Teaching Programme = 小學加強輔導教學計劃
3. Skills Opportunity Schools & Practical Schools = 技能訓練學校及實用中學
觀察/後果
只有收生較差的學校願意開辦「特殊教育班」
全部特殊教育工作集中在一至兩位教師身上
主流學校的資源教師及學生被邊緣化
部分學校調配表現未如理想的教師教授「特殊教育班」
對有特殊教育需要的學生期望偏低
引來教育界及家長頗多批評
In 1990, the Education Commission proposed the setting up of Practical Schools (PS) for unmotivated pupils and Skills Opportunity Schools (SOS) for pupils with severe learning difficulties. These pupils are those in the 12 to 14 age group (Secondary 1 to Secondary 3 pupils) who are unable to benefit from the common-core curriculum in ordinary schools. PS and SOS offer them a modified curriculum combining academic and practical subjects. There are four PS and seven SOS in operation. Audit recently conducted a review to examine the effectiveness of PS and SOS.

12. The Whole School Approach: A Social Model
Medical Model vs. Social Model : It is society and its institutions that are oppressive, discriminatory and disabling.
Attention should be on:
Accepting Individual Differences
help all students/ teachers/ parents accept, respect individual differences, and celebrate differences.
Removing Barriers to Learning, e.g.
discrimination against students with disabilities, giving up or having low expectations on these students;
the lack of school access facilities for movement around the campus or assistive technology to facilitate learning; and
insufficient opportunities for students to take part in various school activities.
Assistive technology 科技支援

13. The Whole School Approach Inclusive Practices promoted in Schools since 1997
1. All staff share the responsibility to establish an accommodating environment to meet the needs of all students;
2. Curriculum is adapted and/or expanded when necessary, to meet SEN;
3. Instructional modification and assistive technology are provided in the regular education classroom;
4. Systematic peer support is organized;
5. Resource teachers and regular education teachers work together and support each other, e.g. through co-operative teaching;
6. When assistance from external “experts” is required, the classroom support system and curriculum are modified to help not only the individual student, but also other students who could benefit from similar support in the class; and
7. Assessment methods are adapted to meet the diverse learning styles of students.
3. Instructional modification and assistive technology 教學調適及科技支援
5. Co-operative teaching 協作教學

14. Five Basic Principles to Catering for Student Differences
Whole School
Approach
Early Identification
Home-school
Cooperation
全校參與模式
及早識別
及早支援
家校合作
跨界別協作
Early Intervention
Cross-sector
Collaboration

15. Special Education + Academically Low Achievers (ALA) 成績稍遜
8 Types of Special Education Needs (SEN):
Specific Learning Difficulties (SpLD) 特殊學習困難
Intellectual Disability (ID) 智障
Autism Spectrum Disorders (ASD)自閉症譜系
Attention Deficit/Hyperactivity Disorder (AD/HD)
注意力不足/過度活躍症
Physical Disability (PD) 肢體傷殘
Visual Impairment (VI) 視障
Hearing Impairment (HI) 聽障
Speech and Language Impairments (SLI) 言語障礙
+ Academically Low Achievers (ALA) 成績稍遜

16. The 3-Tier Support Framework for SEN
Individualized programme for students requiring intensive support due to severe disabilities
IE Programme (with additional manpower)
Learning Support Grant
Temporary funds for Teaching Assistants
Top-up fund for purchase of special equipment and minor conversion works
(EDBCM 41/2011 )
Tier 3
$20,000
Intensive remedial support for students with persistent SEN
Intensive Remedial Teaching Programme
Enhanced Speech Therapy Grant for primary schools
Learning Support Grant
Tier 2
$10,000
Regular class quality teaching to prevent deterioration of mild learning difficulties
Capacity Enhancement Grant
Additional teachers for remedial teaching, language
teaching and guidance work
Additional teachers for schools with large intake of band 3
and bottom 10% students
Tier 1
為支援有特殊教育需要學生的三層支援架構所提供的資源
第一層：利用現有資源優化課堂教學以防止輕微的學習困難惡化
學校發展津貼
額外教師以推行輔導教學、語文教學及學生輔導工作
為收錄第三派位組別及成績最弱一成的初中學生的學校提供額外教師
第二層：輔導有持續學習困難的學生，例如：
小學加強輔導教學計劃
小學加強言語治療津貼
學習支援津貼
第三層：為有嚴重殘障而需要加強支援的學生提供個別學習計劃
融合教育計劃(額外人手)
短期撥款聘用教學助理
增補基金以購買特殊家具/器材，或進行小型改建工程
Additional teachers to cater for academic low achievers at junior secondary levels
For schools with a large intake of Territory Band 3 and bottom 10% junior secondary students, the class:teacher ratios are enhanced. As in 2009/10 school year, additional teachers at Graduate Master/Mistress rank have been allocated to 260 secondary schools.
Intensive Remedial Teaching Programme for academic low achievers
Participating primary schools are provided with additional teachers for adopting the Whole School Approach to supporting students with low academic achievement.

17. Support for students with SEN
~ Additional Resources
Learning Support Grant (LSGPS) :New Funding Mode (NFM)
學習支援津貼
Primary Schools - (EDB Circular No. 12/2012)
Secondary Schools - (EDB Circular No. 13/2012)
Intensive Remedial Teaching Programme (IRTP) – available for P.S. only
小學加強輔導教學計劃
frozen since 2003/04
Additional Teacher
Integrated Education Programme (IE Programme)
「全校參與」模式的融合教育計劃
Additional Teacher + Learning Support Assistant
Individual Teacher >> Whole School Approach

18. Support for students with SEN
~ Additional Resources
No matter what funding mode they adopt, ALL primary schools should implement the Whole School Approach to support students with SEN and ALA.
個別計算，整體運用
Schools SHOULD pool resources together to provide appropriate school-based support services to students.

19. Other Support Services
Support for students with SEN
EDB Circular Memorandum No. 41/2011
Top-up Fund
SSRC
Other Support Services
RSWSA
Special Schools cum Resource Centres
特殊學校暨資源中心
EDB Circular Memorandum No. 142/2011
Resource Schools on Whole School Approach
全校參與模式資源學校
EDB Circular Memorandum No. 142/2011 TA AU
Time-limited Fund to employ Additional TA
(under exceptional circumstances)
Adjustment Programme
匡導服導

20. Support for students with SEN
~Transfer of information of students with SEN
(EDB Circular Memorandum No. 74/2012 )
To ensure that P6 students with SEN will continue to receive suitable support after their admission to secondary schools, primary schools are requested to transfer relevant information of these students (e.g. medical reports, assessment reports, succinct learning records and teaching-strategy suggestions, etc.)to the schools concerned as early as possible.
Similar arrangement applicable when students with SEN transfer to a new school.
Encourage the parents and guardians to take the initiative to explain to the secondary schools the special educational needs of their children. This will facilitate the secondary schools to understand the students’ specific needs and plan appropriate support services for them the soonest possible.

21. Support for students with SEN
~ Professional Support for Schools
Specialists and inspectors provide school-based professional support and advice to teachers on curriculum, teaching / learning and behavioural guidance
School-based Educational Psychology Service
校本教育心理服務
Enhanced Support Services for Students with SpLD in Reading and Writing為有讀寫困難的學生提供加強支援服務
Pilot Project on Enhancement of Support Services for Students with ASD 加強支援有自閉症學生的試驗計劃
2. School-based Support
Integrated Education Operation Guide
《融合教育運作指南》
為學校提供的專業支援
為學校編制「全校參與模式融合教育運作指南」以照顧有特殊教育需要的學生
評估服務
專家評估
校內及校外評估調適的建議
3. 學位安排
安排有特殊教育需要的學生入讀特殊學校
4. 校本支援
專家及督學提供專業支援及教學建議

22. Support for students with SEN
~ Professional Support for Schools
3. Student Assessment
Assessment by specialists
Recommendations on assessment accommodations in internal and public examinations
4. Student Placement
Placement of students with SEN in special schools
為學校提供的專業支援
為學校編制「全校參與模式融合教育運作指南」以照顧有特殊教育需要的學生
評估服務
專家評估
校內及校外評估調適的建議
3. 學位安排
安排有特殊教育需要的學生入讀特殊學校
4. 校本支援
專家及督學提供專業支援及教學建議

23. Support for students with SEN
~ Professional Support for Schools
5. Centre-based Support
Short-term Adjustment Programme for children with behaviour and adjustment problems
Special Schools Cum Resource Centres providing short-term attachment programmes for students
The Special Education Resource Centre for teachers and parents
6. Networking
5. 中心支援
為有情緒及行為困難的學生提供短期的匡導服務
特殊學校暨資源中心提供短期暫讀計劃
為教師及家長設立特殊教育資源中心
6. 網絡支援
18所特殊學校暨資源中心
10所「全校參與」模式的資源學校
區本學校發展及聯校交流計劃以照顧有特殊教育需要的學生
12 Special Schools cum Resource Centres
13 Resource Schools on Whole School Approach 23

24. Support for students with SEN
~ Professional Support for Schools
7. Parent/Public Education & Support
Liaison with concerned groups
A Guide for Parents on SEN Support
Annual briefing for parents / student guidance officers on school placement
Leaflets on different SEN types and Newsletters
EDB Website
Responding to public enquiries
Production of resource packages
Production of TV episodes on SEN
A mediation mechanism to handle disputes between schools and parents
Mediation mechanism 調解機制 24

25. Support for students with SEN
~ Professional Support for Schools
8. Research & Development
Checklists for teachers to identify the SEN of students;
Resource packages for teaching and behaviour support of students with special educational needs;
Assessment tools for psychologists to assess primary and secondary students with Specific Learning Difficulties;
“READ AND WRITE – A Jockey Club Learning Support Network” for students with specific learning difficulties. It includes:
research projects;
development of screening tools and teaching packages;
teacher training; and
district-based student and parent support service.
Specific Learning Difficulties = 特殊學習困難
為期五年的「喜閱寫意賽馬會讀寫支援計劃」以照顧有特殊學習困難的學生 25

26. Advanced Basic Support for students with SEN ~ Teacher Training
Teacher Professional Development on Catering for Students with SEN
(Education Bureau Circular No. 8/2012)
Advanced
Basic
Thematic
At least 3-6 teachers & 1 for each category
At least 3-6 teachers
At least 10%-15% teachers
30-hour on Catering for Diverse Learning Needs
90-hour to 120-hour on catering for students who require T-3 support, course grouped in three categories:
Cognition & Learning Needs
Behavioural, Emotional & Social Development Needs
Sensory, Communication & Physical Needs
90-hour on Catering for Diverse Learning Needs with 6-month school-based project and 2-days optional school attachment
Achieved by the end
of the 2014/15 s.y.
為學校提供的專業支援
為學校編制「全校參與模式融合教育運作指南」以照顧有特殊教育需要的學生
評估服務
專家評估
校內及校外評估調適的建議
3. 學位安排
安排有特殊教育需要的學生入讀特殊學校
4. 校本支援
專家及督學提供專業支援及教學建議

27. The Function of the School Support Team (SST)
Schools are advised to set up a Student Support Team (SST) or designate an existing functional group to plan, implement and review student support services.
Schools provide support programmes and assistive facilities according to students’ abilities and needs, so that they can learn in the least restrictive environment.
In the course of planning, implementing and reviewing the support measures, schools should communicate and collaborate with parents, so as to provide the most appropriate support for the students.

28. The Constituents of the SST
The SST may consist of the following members:
Principal, vice principal or senior teacher as Co- ordinator;
Class teachers and subject teachers of the students with SEN;
Curriculum development leaders, guidance teachers, school social workers;
invite parents and EDB support officers/specialists to attend relevant meetings if necessary.

29. The Role of Principal in WSA
School
INCLUSIVE CULTURE
INCLUSIVE PRACTICES
INCLUSION POLICIES
Management & Organization
Learning & Teaching
Student Support & School Ethos
Student Performance
“ Catering for Student Differences ~ Indicators for Inclusion” (

30. School Development & Accountability
Stakeholders of the school
Planning
Implementation & Monitoring
Evaluation
School Management Committee
formulating policies to cater for SEN
incorporating the SEN policies and measures into the school’s Triennial School Development Plan and Annual School Development Plan
plans for continuing professional development of teachers
School self-evaluation
Overall planning for school improvement based on the evaluation results
SDA Framework 學校發展與問責架構
Stakeholders 持份者
School Management Committee 學校管理委員會
Triennial School Development Plan 三年學校發展計劃
Annual School Development Plan 周年學校發展計劃
Implementation & Monitoring 推行與監察
Continuing professional development of teachers 教師持續專業發展
School self-evaluation 學校自評

31. School Development & Accountability
Stakeholders of the school
Implementation & Monitoring
Evaluation
Head of school & Student Support Team
Enhancing the collaboration of the Student
Support Team members, e.g.
regular meetings chaired by the school head or deputy head
use of screening tools for early identification of students’ learning difficulties and needs for support
compiling a student support register
administering curriculum and assessment accommodations
differentiating teaching approaches
organizing peer support systems
arranging for teacher’s continuing professional development
reviewing the effectiveness of various support measures
modifying the support measures according to the evaluation results
SDA Framework學校發展與問責架構
Stakeholders 持份者
Student Support Team 學生支援小組
Implementation & Monitoring 推行與監察
Deputy head 副校長
Screening tools 識別工具
Early identification 及早識別
Student support register 學生支援記錄冊
Curriculum and assessment accommodation 課程及評估調適
Differentiating teaching approaches 適異教學法
Peer support systems 朋輩輔導系統
Continuing professional development of teachers 教師持續專業發展

32. School Development & Accountability
Stakeholders of the school
Implementation & Monitoring
Evaluation
Teachers, other staff (e.g. student counsellors) and parents
defining individualized success criteria
administering curriculum accommodation
differentiating teaching approaches
training study habit and skills
measuring students’ progress against the success criteria
making adaptations as necessary
SDA Framework學校發展與問責架構
Stakeholders 持份者
Student counsellors 學生輔導員
Defining individualized success criteria 訂定個別的成功準則
Administering curriculum accommodation 進行課程調適
Differentiating teaching approaches 適異教學法
Training study habit and skills 訓練學習習慣及技巧

33. Summary of Implementation Measures (I)
1. Whole School Approach to Catering for SEN
Cultivating an inclusive school culture
Establishing an inclusion school policy and incorporating inclusive practices in the School Development Plan
Setting up a Student Support Team to implement, co-ordinate and review inclusive practices
Keeping an SEN Register
Pooling and re-deploying different grants and resources flexibly
Promoting continuing professional development of all school staff
Enhancing communication with parents and home-school co-operation / parent participation
Reviewing student progress regularly
Evaluating the Whole School Approach annually
推行措施(I)
「全校參與」模式以照顧有特殊教育需要的學生
營造共融校園文化
在學校發展計劃中納入共融政策和措施
成立學生支援小組以推動、統籌及檢視共融措施
編制學生支援記錄冊
靈活地統整和調配各項津貼及資源
推動持續教師專業發展
提升家校合作及家長參與
定期檢討學生進展
每年檢討「全校參與」模式的推行情況

34. Summary of Implementation Measures (II)
Additional resources to schools and
allowing flexibility in resource deployment
3. Enhancing teacher training and professional
support to schools
Parent and Public Education
Monitoring and Quality Assurance
2. 向學校增撥資源並容許彈性運用
3. 向學校加強教師培訓及專業支援
4. 家長及公眾教育
5. 監管及質素保證

35. EDB website

36. 《融情》

37. 為有特殊教育需要的學生提供的支援服務和資源
參考資料

38. Thank You!

39. Flexibly deployment of resources
Tier-3 Support
Tier-2 Support
Tier-1 Support
Schools can use the screening tools developed by EDB for early identification of students’ learning difficulties. Basic resources such as the Capacity Enhancement Grant, additional teachers for language teaching, curriculum development and student guidance personnel/social worker may be deployed. Teachers should also pursue continuing professional development for quality teaching in the classroom and early intervention of learning difficulties.

40. Flexibly deployment of resources
Schools can use the additional resources to provide support services to the students assessed to have persistent learning difficulties.
The resources for primary schools include Intensive Remedial Teaching Programme, Learning Support Grant
Schools can flexibly and strategically deploy these additional resources for supporting students with persistent learning difficulties in classroom learning through, for example, curriculum adaptation and tailored exercises, assessment accommodation, small group learning, pull-out remedial programmes or study skills training etc. Schools should assign a Student Support Team to plan and co-ordinate the implementation of the Whole School Approach to student support.
Tier-3 Support
Tier-2 Support
Tier-1 Support

41. Flexibly deployment of resources
Tier-3 Support
Tier-2 Support
Tier-1 Support
It targets at a relatively small number of students who need highly intensive support. The support measures for both primary and secondary schools include the “Whole School Approach to Integrated Education Programme” and the Learning Support Grant (basic provision of $120,000 for the first 1-6 students requiring intensive individual support, and $20,000 per student for the seventh and more students).