Operation Guide on the Whole School Approach to …

1 Operation Guide on The Whole School Approach to Integrated Education Education Bureau The Government of the Hong Kong special Administrative Region August 2008 (1st Edition) May 2010 (2nd Edition) i Contents Introduction iv Chapter 1 A n O v e r v i e w on t h e De v e l o p m e n t o f I n t e g r a t e d E d u c a t i o n 1 Chapter 2 I n d i v i d u a l D i f f e re n c es , Sp e c i a l Ed u c a t i o n a l needs a n d t h e 3-Ti e r S u p p o r t M o d e l 3 In d i v i d u a l D i ff e r e n c e s a n d S p e c i a l E d u c a t i o n a l N e e d s T h e 3-T i e r S u p p o r t M o d e l S p e c i a l E d u c a t i o n a l N e e d s a n d In t e r v e n t i o n St r a t e g i e s 3 3 4 Chapter 3 T h e W h o l e S c h o o l A p p ro a c h 12 In c l u s ion P o l i c y In c l u s i v e C u l t u r e In c l u s ive P r a c t i c e s S c h o o l D e v e l o p m e n t a n d A c c o u n t a b i l i t y 13 13 13 16 Chapter 4 E a r l y I d e n t i f i c a t i o n

2 A n d I n t e r v e n t i o n 18 A s s e s s m e n t S e r v i c e s p r o v i d e d b y t h e D e p a r t m e n t o f H e a l t h & H o s p i t a l A u t h o r i t y E a r l y Id e n t i f i c a t i o n a n d In t e r v e n t i o n f o r P r i m a r y O n e St u d e n t s w i t h S p e c i a l E d u c a t i o n a l N e e d s# S c r e e n i n g To o l s f o r Le a r n i n g D i ff i c u l t i e s Fo l l o w-up S u p p o r t 18 19 22 24 Chapter 5 St u d e n t S u p p o r t Te a m 28 C o n s ti t u e n t s o f S S T M a i n d u t i e s o f S S T H a n d l i n g o f St u d e n t Da t a# D e p l o ym e n t o f Re s o u r c e s Te a c h e r P r o f e s s i o n a l De v e l o p m e n t 28 28 29 31 32 Chapter 6 C u r r i c u l u m A c c o m m o d a t i o n a n d Di f f e re n t i a t e d Te a c h i n g 33 6.

3 1 Ti e r-1 : Q u a l i t y Te a c h i n g Ti e r-2: A d d i t i o n a l S u p p o r t 6 . 3 Ti e r-3: In t e n s i v e In d i v i d u a l i z e d Su p p o r t Il l u s t r a t i o n o f 3-Ti e red S u p p o r t * 33 34 37 40 ii Chapter 7 A s s e s s m e n t A c c o m m o d a t i o n 46 7 . 1 Fo r m a t i v e A s s e s s m e n t 7 . 2 S c h o o l In t e r n a l Su m m a t i v e As s e s s m e n t 7 . 3 P u b l i c Exam i n a t i o n s 7 . 4 P a r e n t P a r t i c i p a t i o n On-g o i n g R e v i e w 46 47 49 49 50 Chapter 8 H o m e-S c h o o l C o-o p e r a t i o n 51 8 . 1 R e gu l a r c o m m u n i c a t i o n me c h a n i s m b e t w e e n s c h o o l s a n d p a r e n t s* 8.

4 2 F a c i l i t a t i n g St u d e n t a n d Pa r e n t Pa r t i c i p a t i o n 8 . 3 M e d i a t i o n Me c h a n i s m 8 . 4 S c h o o l Tr a n s p a r e n c y* 51 52 53 53 Chapter 9 U s e o f R e s o u rc e s 54 9 . 1 Fl e x i b l e De p l o ym e n t o f Re s o u r c e s 9 . 2 P r o c e d u r e s of Sc h o o l Appli c a t i o n f o r t h e Le a r n i n g S u p p o r t G r a n t 9 . 3 E ff e c t i v e U s e o f R e s o u r c e s * 54 56 58 Chapter 10 R e g u l a r P ro g re s s Re v i e w 60 Chapter 11 In t e r i m/Ye a r-e n d R e v i e w S c h o o l Se l f-Ev a l u a t i o n Fu r t h e r St u d i e s a n d C a re e r f o r St u d e n t s w i t h S E N * 11.

5 1 C o m p l e t i o n o f Sc h o o l i n g* 11 . 2 E x i t Pa t h w a ys f o r t h e St u d e n t s w i t h S E N* 60 60 61 61 62 Appendices 1 C a s e I l l u s t r at i o n s o f I n t e g r a t e d E d u c a t i o n 64 2 R e f e r r a l F o r m o f E d u c a t i o n a l Ps y c h o l o g y S e r v i c e # 69 3 S a mp l e o f L e a r n i n g S u p p o r t P l a n : E a r l y I d e n t i f i c a t i o n & I n t e r v e n t i o n o f L e a r n i n g D i f f i c u l t i e s Pro g r a m m e f o r P r i m a r y O n e Pu p i l s 72 4 St u d e n t S u p p o r t Te a m : S a mp l e o f C a s e M e e t i n g M i n u t e s 77 5 P ro f e s s i o n a l Su p p o r t S e r v i c e s 78 6 7 S a mp l e o f St u d e n t S u p p o r t R e g i s t e r C o mp l i a n c e w i t h P e r s o n a l D a t a ( P r i v a c y ) * 87 88 iii 8 ( i ) S a mp l e o f P a re n t C o n s e n t F o r m# ( i i ) S a mp l e L e t t e r* ( i i i )

6 Tr a n s f e r o f I n f o r m a t i o n o f St u d e n t s w i t h S p e c i a l E d u ca t i o n a l N e e d s a n d S p e c i a l A r r a n g e m e n t s f o r t h e St u d e n t a t P re-S 1 H o n g Ko n g A t t a i n m e n t Te s t* ( i v ) A c t i o n L i s t f o r Tr a n s f e r o f I n f o r m a t i o n o f St u d e n t s w i t h S p e c i a l E d u c a t i o n a l N e e d s* 89 91 92 93 9 Te a c h i n g R e s o u rc e s p ro v i d e d b y t h e E d u c a t i o n B u re a u 95 10 11 I n d i v i d u a l E d u c a t i o n Pl a n ( i ) t o ( i v )# E q u a l Op p o r t u n i t i e s in Ed u c a t i o n - t h e M e d i a t i o n Me c h a n i s m 114 130 12 S a mp l e o f A n n u a l R e p o r t o n P o l i c y, R e s o u rc e a n d M e a s u re s b y A d o p t i n g W h o l e S c h o o l A p p ro a c h i n S u p p o r t i n g St u d e n t s w i t h S E N o r A c a d e m i c a l l y L o w Ach i e v e r s t o b e s e t u p i n S c h o o l * 132 13 Ye a r-e n d E v a l u a t i o n Fo r m f o r I n d i v i d u a l St u d e n t ( P r i m a r y S c h o o l )

7 * 134 14 15 16 17 Ye a r-e n d E v a l u a t i o n Fo r m f o r I n d i v i d u a l St u d e n t (S e c o n d a r y S c h o o l ) # E x a mp l a r s o f S u p p o r t M e a s u re s a n d St r a t e g i e s (1) t o (3)* Ye a r-e n d E v a l u a t i o n Fo r m a t S c h o o l L e v e l o n W h o l e S c h o o l A p p ro a c h t o c a t e r i n g f o r s t u d e n t s w i t h S E N# N o n-g o v e r n m e n t O r g a n i s a t i o n s p ro v i d i n g Vo c a t i o n a l Tr a i n i n g / P ro g r a m m e s f o r P e o p l e w i t h D i s a b i l i t i e s * 137 140 161 164 R e m a r k : T h e c o n t e n t o f t h i s G u i d e ( th e 2nd.)

8 E d i t i o n ) i s e n r i c h e d a n d r e v i s e d - * N e w l y i n s e r t e d c o n t e n t # R e v i s e d c o n t e n t iv Introduction Since the 1970s, the Govern ment of the Hong Kong special Ad ministrative Region has been providing support for ordinary schools in catering for students with special educational needs (SEN). Fro m Se pte mber 1997, we pro moted the Whole School Approach to Integrated Education as advocated by the United Nations Educational, Scientific and Cultural Organization, to enhance the quality of local integrated education.

9 With the enact ment of the Disability Discri mina tion Ordinance (DDO) in 1996, the Equal Opportunities Commission issued the Code of Practice on Ed ucation under the DDO in 2001 to facilitate public understanding of the rationale behind the DDO and the rights and responsibilities of the parties concerned. Guidelines on the procedures and the syste m for pro moting equal opportunities are provided. The Code also provides practical guidance on how to co mply with the DDO. The Education Bureau (EDB) pre pares this Opera tion Guide to provide guiding principles and practicable s trategies for schools.

10 It ai ms to e mpo wer all ordinary s chools to provide high quality educational services through catering for student diversity and SEN. The objective is to develop the potentials of ever y student, to pro mote mutual r espect of individual differences a mong teachers and students and to cultivate an inclusive School culture. 1 Chapter 1 An Overview on the Development of Integrated Education After the enact ment of the DDO in Hong Kong, EDB issued Circular No. 14/2001 and Circular No. 33/2003 respectively in 20 01 and 2003 to all schools to infor m the m about the publication of the Code of Practice on Edu cation as well as the principles governing equal opportunities.