Abstract:
Inclusive Education has been implemented in Hong Kong for more than a decade. The recent statistics in 2017 is about 42 integrators in average in each school. The empowerment of BEd students with the necessary knowledge and skills in teaching students with SEN becomes an important component in teacher education. Although BEd students complete the core course “School Guidance and Managing Diversity (SED3001)” and some special needs electives, their competency in catering for the diverse needs is always a concern. Many BEd students are not well prepared for teaching SEN students or feel helplessness in their field experiences. Without adequate skills and appropriate strategies, they may have difficulties in managing the learning and behavioral problems of SEN students in classes. In regard to this professional need, this project aims at supporting our BEd students to overcome the challenges of SEN in schools by developing a sustainable and innovative mode of professional support. Guidebook/ Manuel for managing SEN in Field Experience, On-line case studies for skill analysis and mentorship in Field Experience for problem solving have been provided. The deliverables and mode of support are further disseminated among students with the support of CSENIE.
Code:
T0176
Principal Project Supervisors:
Keywords provided by authors:
- Inclusive education
- Special Educational Needs
- Field experience
- Reflective Inquiry
- Mentoring
- Diversity
Start Date:
01 Sep 2016
End Date:
31 Aug 2017
Status:
Completed
Result:
The project was well-received by the BEd students and the feedback was positive. The Guidebook provided basic knowledge about students with SEN. Readers understood more the challenges and solutions for supporting students with SEN in classroom learning. In the workshops, the participants were empowered with the practical skills in catering for students with SEN. They were well prepared for adopting strategies in meeting the needs of students with SEN. Furthermore, the intensive support in Field Experience offered useful guidance to pre-service teachers who had the needy help. It was evident that most participants could use what they have learnt in the project in their Field Experience. The discussion forum and video demonstration also supported in-depth understanding and greater commitment. With the ease analysis, skills demonstration and problem-solving strategies, the confidence of the participants in teaching students with SEN was greatly enhanced. Participants treasured the learning exposure and insights during the process. Such mode of delivery did help the empowerment of BEd students who are without inclusive education as the major study.
Impact:
In the whole-school approach for inclusion, it suggests that all teaching staff are involved in creating an inclusive school culture and inclusive practices (Education Bureau, 2008). Catering for diverse learning needs is thus the challenge for teachers in Hong Kong (Equal Opportunity Commission, 2012). Professional knowledge and frontline inclusive practice experiences are always the concerns. In the 2017 Policy Address, schools will be provided with a SENCo. In meeting the contextual needs, the project achieved the objectives in enhancing the student-teachers' learning experience in catering for diverse learning needs. In order to provide appropriate learning experiences for participants from different backgrounds and disciplines, a multi-level of engagement was successfully designed, in terms of the differentiated levels of participation, resource development and reflective practice. This mode of delivery is with far-reaching impact and is further sustainable by the UGC Funding Scheme for Teaching and Learning Related Proposals (2016-19 Triennium). A project titled "Special educational needs empowerment project for pre-service teachers" will benefit more participants in EdUHK and Baptist University. It will strengthen the pre-service teachers' preparation in catering for diversity by adopting innovative strategies, creating front-line learning experiences and building up curriculum implementation for the sustainable development.
Deliverables:
Seminars/Presentations/Sharing Sessions
2016年10月及2017年1月。《職前教師實習期照顧學習差異支援計畫》工作坊 – 第一節。由呂梓良主講，香港教育大學。(Number of participants: around 140) (https://repository.eduhk.hk/en/publications/47232708-1a81-4773-855e-7098...)
2016年10月及2017年1月。《職前教師實習期照顧學習差異支援計畫》工作坊 – 第二節。由林鎮威主講，香港教育大學。 (Number of participants: around 140) (https://repository.eduhk.hk/en/publications/a0e10d8c-2565-428d-bdf0-3eda...)
Teaching and Learning Resources/ Materials (including online resources)
(2017). Resources Guide on Catering the Diverse Learning Needs for Pre-service Teachers: 《共融初體驗》. The Education University of Hong Kong. (https://repository.eduhk.hk/en/publications/69b66d17-9774-405f-afdf-3613...)
Financial Year:
2015-16
Type:
TDG