Abstract:
This project aims at advancing the equality and diversity in the learning environment and experience at EdUHK, as well as other tertiary education institutions, by examining the learning experience of mature students with neurodevelopmental disorders, mainly specific learning difficulties (SpLD) in reading and writing, autism spectrum disorder (ASD) and attention deficit/ hyperactivity disorder (ADHD). As a result of inclusive educational policies and practices in Hong Kong in the past decades, more students with learning disorders have been identified and effectively supported in mainstream primary and secondary schools. This result in an increasing number of students with learning disorders exceling in the mainstream education system, eventually gaining admission to tertiary education and universities. This project hence documented and explored different effective and innovative practices to enhance these students’ learning and whole-person development in university education. We also explored the necessity, benefit and role of a professional psychoeducational assessment in promoting the learning experiences of students with neurodevelopmental disorders, as well as enhancing the teaching efficacy of their corresponding stakeholders. The results allowed our formulation of a practical guideline for advancing equal learning opportunities for students with neurodevelopmental disorders in EdUHK and other tertiary education institutions, in order to create an inclusive learning and teaching environment.
Code:
T0220
Principal Project Supervisors:
Keywords provided by authors:
Start Date:
17 Feb 2020
End Date:
16 Feb 2021
Status:
Completed
Result:
Students who participated in the study had been previously diagnosed with at least one of the following neurodevelopmental disorders: SpLD, ASD and ADHD. They were offered a psychoeducational assessment if they have met at least one of the following criteria: i) possessing an outdated assessment reports (of more than 2 years); ii) having lost or lack psychologist’s report; iii) having the latest psychoeducational assessment conducted only in secondary school or earlier. As a results, all students needed psychoeducational re-assessments in the project. Though the psychoeducational assessments, individual interviews and focus groups, the general needs and benefits of a psychoeducational reassessment for university student with SpLD, ASD or ADHD has been uncovered and documented. The Interviews and focus groups with teachers and relevant SEN-support stakeholders of the different universities in Hong Kong uncovered various common practices and challenges that universities face when supporting students with SpLD, ASD or ADHD—all of which suggest the necessity for a more clearer guideline on the support and provision of psychoeducational reassessment for university students with SpLD, ASD or ADHD.
Impact:
The assessment reports provided for each student and their respective universities were able to provide useful recommendations for individuated supports which are appropriate to the university settings. A guideline on the support and provision of psychoeducational reassessment for university students with SpLD, ASD or ADHD was formulated, and disseminated in the forms of seminars and a booklet to relevant stakeholders in EdUHK and local universities. The positive feedbacks from the participants of this project suggested its benefits, while helping enhance the awareness and efficacy of both staff and students in college education in order to create an inclusive learning and teaching environment.
Deliverables:
Books/ Book Chapters/ Journal Articles/ Conference Papers
Tso, R.V. Y., Chan, R.T. C., Chan, Y. F. et al. (2021). Holistic processing of Chinese characters in college students with dyslexia. Sci Rep 11, 1973 (2021). (https://doi.org/10.1038/s41598-021-81553-5) (https://repository.eduhk.hk/en/publications/holistic-processing-of-chinese-characters-in-college-students-wit)
Seminars/Presentations/Sharing Sessions
Tso, R. V. Y. (2021, March 12). TDG Project Seminar: Individualized supports for college students with SpLD, ASD and ADHD [Webinar]. The Education University of Hong Kong. (https://repository.eduhk.hk/en/publications/tdg-project-seminar-individu...)
Teaching and Learning Resources/ Materials (including online resources)
Tso, R. (2021). Guideline in Supporting College Students with Special Need in Neurodevelopmental Disorders (SpLD, ASD and ADHD) (https://repository.eduhk.hk/en/publications/guideline-in-supporting-college-students-with-special-need-in-neu)
Financial Year:
2019-20
Type:
TDG