Part IV Participation and Communication
Appendix 2 Summary of Survey Findings on the New Senior Secondary Academic
Summary of Survey Findings on the New Senior Secondary Academic Structure for Special Schools
__________________________________________________________________________
Background
To facilitate the planning and smooth implementation of the new senior secondary (NSS) academic structure for special schools, EMB conducted a survey among 60 special schools in April 2006. A questionnaire was sent to each Principal to collect their views towards the following four aspects:
Development of Curriculum Framework, Student Assessment and Professional Development Opportunities, Exit Pathways and Resource Considerations.
Return rates
58 out of 60 (96.7%) schools completed and returned the questionnaires.
Survey findings
I. Development of Curriculum Framework
Question Responses
1. Under the principle of same curriculum framework for all, the school-based curriculum should be designed to prepare students for whole-person development, transition to adult life with appropriate tasks to enhance preparation for independent living and vocational awareness as appropriate.
2. The proposed elements of literacy, numeracy and independent living included in the core component are essential for every student with intellectual disabilities (ID).
Agree 66%
Strongly Agree
26%
No comment
4% Disagree 4%
Strongly Disagree 0%
Strongly Disagree 0%
Disagree 0%
No comment 3%
Agree 36%
Strongly Agree
61%
3. Please state your suggestion(s) if you disagree to question 2:
Commonly raised suggestions:
A functional curriculum is more important than subject-based learning.
‘Independent living’ should not be over-stressed as it may undermine the spirit of the revised curriculum in secondary classes at large.
Question Responses
4. The Electives and Other Learning Experiences (OLE) could cater for the interest and specific areas of development for students with ID.
5. Other than Electives from Hong Kong Diploma of Secondary Education (HKDSE) subjects, the interest and special learning needs of students with ID can be appropriately and effectively catered for by other school-based programmes.
6. Based on past performance, some students of my school can aspire to attain Level 1 in the future HKDSE.
7. Please specify the HKDSE subject(s) if your answer to question 6 is “Agree” or “Strongly Agree”.
If your answer to question 6 is “Disagree” or “Strongly disagree”, please proceed to question 8.
Commonly attainable subjects:
Chinese Language Mathematics Liberal Studies Visual Arts
Strongly Disagree 19%
Strongly Agree
5%
Agree 14%
No comment
26% Disagree
36%
Agree 75%
No comment
9%
Strongly Agree Disagree 16%
0%
Strongly Disagree 0%
Strongly Agree No comment 18%
11% Disagree
4%
Strongly Disagree 0%
Agree 67%
8. Please rank the Electives/school-based programmes other than adapted Career-oriented Studies (COS) that your school will plan to offer according to preference, the highest starting from 1.
Electives Schools’ ranking in descending order
Information and Communication Technology 1
Home Economics (renamed as Technology and
Living) 2
Visual Arts 3
Design and Applied Technology 4
Music 5
Physical Education 6
English 7 Others (please specify)
Independent Living Skills, Perceptual motor training Organic planting, Woodwork, Cleaning Service
Question Responses
9. Developing COS as an Elective for students with ID to suit the competency requirements of potential employers will be a more targeted approach to meet the learning needs and characteristics of the students of my school.
10. COS is not appropriate to the students of my school and relevant experiences can be provided through OLE and other school-based programmes.
11. Schools should be given the discretion to decide on developing a school-based curriculum using subject, modules, unit or integration/combination flexibly so long as a broad and balanced curriculum is provided.
Strongly Agree
11%
Strongly Disagree 2%
Disagree 4%
No comment 33%
Agree 50%
Disagree 4%
Strongly Disagree 0%
Strongly Agree
18%
No comment 5%
Agree 73%
Strongly Disagree 9%
Disagree 43%
No comment 14%
Strongly Agree Agree 9%
25%
Question Responses 12. Will your school plan to offer Elective(s) in 2009 which
currently is not being offered in your junior secondary classes?
13. If your answer to question 12 is “Yes”, please state what the Elective(s) are.
Commonly suggested electives:
Business, Accounting and Financial Studies Life management skills, Health Education Dance, Performing Arts
Fashion and Image Design
14. The time allocation of 45-55% for Core, 20-30% for Electives and 15-35% for OLE allows sufficient flexibility for the design of the school-based curriculum.
Strongly Disagree 0%
Strongly Agree Disagree 7%
5%
No comment 5%
Agree 83%
If your reply to question 14 is “Disagree” or “Strongly disagree”, please answer question 15.
15. Schools should be given more flexibility with justification in time allocation to customise the curriculum, to support their values and aims to meet the needs of students under a broad and balanced
curriculum framework. DisagreeStrongly
0%
No comment 5%
Disagree 0%
Strongly Agree 32%
Agree 63%
16. The following experiences under OLE are relevant to students of my school:
(i) Moral and Civic Education
Strongly Disagree Disagree 0%
0%
No comment 2%
Agree 51%
Strongly Agree
47%
No 40%
Yes 60%
Question Responses (ii) Community Service
(iii) Aesthetic Activities
Strongly Disagree Disagree 0%
0%
Strongly Agree No comment 22%
2%
Agree 76%
(iv) Physical Activities
Strongly Agree Strongly 23%
Disagree Disagree 0%
0%
No comment 6%
Agree 71%
(v) Career-related Experience
Strongly Disagree 0%
Disagree 0%
No comment 2%
Strongly Agree 43%
Agree 55%
17. To allow a wide choice of elective subjects to be offered by special schools, resources can be shared amongst schools to offer electives and COS that would not be feasibly provided by a school alone.
Strongly Agree Disagree 9%
10% Strongly
Disagree 2%
Agree 38%
No comment 41%
18. Vocational awareness and preparations for students with ID of low ability can be incorporated in OLE.
Strongly Agree Strongly 9%
Disagree 0%
Disagree 5%
No comment 18%
Agree 68%
Strongly Disagree Disagree 0%
0%
No comment 5%
Strongly Agree
39%
Agree 56%
19. Following with question 18, please state your view on how we could bring forth this synergy in the run up to NSS and maximise its effect.
Commonly raised suggestions:
Provide sufficient resources to schools under NSS and to pull together schools’ resources and efforts in order to offer a wider choice of OLE & COS courses.
Give schools flexibility in designing and running the curriculum to cater for students’ learning needs.
Better planning of COS courses and more practical vocational training for students.
Make references to overseas practices and conduct surveys to gather opinions.
20. Other suggestion(s) to facilitate more COS courses or COS-related student programmes for students with ID:
Commonly raised suggestions on COS courses:
EMB should take into consideration the different manning ratio of COS courses for students with ID and allocate sufficient resources to special schools accordingly.
EMB should work in collaboration with schools and course providers to plan appropriate programme for students.
EMB should encourage more commercial organisations in providing practical working opportunities/working environment for students with ID.
21. What are your views/comments on vocational education for students with ID?
Commonly raised comments:
Vocational education is very important for students with ID and like other students, they should be given more free choices.
The training should be practical and be able to offer students a widened range of job practices.
It’s important to cater for students’ abilities/needs when designing such courses.
The vocational education needed to be in line with the change of the job market, thus to enhance students' employability.
Training on moral concepts, vocational preparation and working attitudes for students are important.
EMB should be the coordinator of the programme and schools should be given time for trying-out.
Definitions between COS courses and vocational training courses should be clearly spelt out.
The articulation between junior secondary and NSS curriculum should be considered.
II. Student Assessment and Professional Development Opportunities Student Assessment
1. The Basic Competency Assessment (BCA) is relevant to measure the learning progress of students with ID in my school.
Agree 20%
No comment
21% Disagree
21%
Strongly Agree
0%
Strongly Disagree 38%
2. Sub-levels of the Learning Outcomes Framework (LOF) based on academic ability, which is to be available in Chinese, English and Mathematics, should be developed to facilitate schools to set target for student improvement and recognise the progress and achievements of students with ID.
Strongly Disagree 0%
Strongly Agree Disagree 13%
25%
No comment 30%
Agree 32%
3. Which of the following could be included in Student Learning Profile (SLP) to record students’
attainment? (Multiple responses are acceptable)
Elements of Student Learning Profile (SLP) Percentages of Schools Students’ non-academic achievements, e.g. sports, arts 98.3%
Information about OLE, e.g. participation and achievements in OLE,
reflection and attributes developed by students 91.4%
Attainment of attachments with NGOs, VTC, work place, etc. 89.7%
Progress of IEP 89.7%
Students’ academic achievements, e.g. attainment at BCA, LOF 77.6%
Students’ self account 70.7%
Other suggestion(s) (Please specify)
Individualised Training Programme (ITP) 12.1%
Professional Development Programmes (PDP) for teachers in Special Schools
4. What are the training needs for teachers? (Please indicate priority with the highest starting from 1)
PDP Ranking in descending order
Curriculum organisation/management 1
Assessment for Learning 2
Enrichment of subject knowledge 3
IEP 4
5. Further to question 4, how many teachers in your school would require training in each of the following? (Please indicate number)
Aspects Total no. of teachers
Assessment for Learning 719
Enrichment of subject knowledge 686
IEP 652
Curriculum organisation/management 517
Knowledge & skills in research studies 20
Teacher’s leadership in changes 20
6. How many teachers of your school will need to attend professional development programmes in each of the following subjects? (Please indicate number)
Subjects Total no. of teachers
Career-oriented Studies 318
Visual Arts 191
Information and Communication Technology 179
Physical Education 169
Music 167 Home Economics (renamed as Technology and Living) 121
English Language 115
Design and Applied Technology 68
Chinese Language 19
Mathematics 19
OLE related training 19
Liberal Studies 11
Health Education 10
Leisure & Recreation Activities 10
History 1 7. When will most of your teachers be engaged in professional development programmes for the
new academic structure? (Multiple responses are acceptable)
Preference of time School
April 06-Aug 06 9.1%
Sept 06-Feb 07 45.5%
Mar 07-Aug 07 60.0%
Sept 07–Feb 08 61.8%
Mar 08-Aug 08 67.3%
Sept 08–Feb 09 30.9%
Mar 09-Aug 09 18.2%
8. Teacher training on delivery of IEP is conducive to the learning effects of students with ID.
When will your teachers be engaged in professional development programmes on IEP? (You may tick more than one box)
Preference of time School
April 06-Aug 06 19.2%
Sept 06-Feb 07 61.5%
Mar 07-Aug 07 63.5%
Sept 07–Feb 08 34.6%
Mar 08-Aug 08 32.7%
Sept 08–Feb 09 15.4%
Mar 09-Aug 09 13.5%
9. What do you think are the essential elements for IEP training?
Commonly raised suggestions:
Clear and appropriate objectives, function of IEP in the whole school curriculum, IEP as an assessment tool.
Identification of students’ learning needs to facilitate/motivate them for better learning.
Partnership with parents in order to obtain their feedback and community participation.
10. What are the other useful professional development opportunities to you/your school? (Multiple responses are acceptable)
Other PDP Percentages of Schools
Network/Learning community amongst schools 82.8%
Networking for subject teachers for NSS subject planning, development and implementation
74.1%
School-based support 74.1%
Mentoring scheme 69.0%
Inclusion of NSS themes in refreshers training course for teachers dealing with SEN
63.8%
Award-bearing/qualifications training courses 60.3%
More inclusion of SEN related themes in initial teacher education
58.6%
11. Leadership and management are the driving force for school improvement. What are your suggestions on ways to strengthen professional development opportunities for management staff in special schools?
Commonly raised suggestions on ways to strengthen professional development programmes: To conduct more training on school management and knowledge management (e.g. issues of human resources and time-tabling; training courses on Team Building, Capacity Building, Talent Management, Knowledge Management, etc).
To foster a learning community on knowledge and experience sharing among special schools.
To recognise schools’ contribution and to release more teachers for attending professional development training courses.
To provide overseas training and training provided by scholars from the tertiary institutions.
12. Other comments/suggestions on professional development in connection with NSS:
Commonly raised suggestions:
Training on how to teach students with ID should not be separated. Special schools are ideal places in providing practical learning experience to trained teachers. Issue on how to adapt the mainstream related curriculum to students with ID is able to widen their scope of experience.
All teachers of special schools should be provided with necessary training on areas, such as subject-trained courses, student-centred teaching approach.
Building up the capacity of schools and teachers. Every teacher should have a general picture of NSS.
III. Exit Pathways
Question Responses
1. Under the NSS academic structure, the existing arrangements for attachment programmes should be rationalised in terms of quota, duration and
articulation with the NSS curriculum. Strongly
Agree Strongly 9%
Disagree 0%
Agree 73%
Disagree 2%
No comment 16%
2. What are your suggestions on enrichment of the post-school training programmes offered by VTC/SWD/NGOs in terms of content, duration and mode of delivery?
Commonly raised suggestions on enrichment of the post-school training programmes:
The government should subsidise NGOs to set up community college for graduates with ID for continuing education.
The mode and content of post-school training programme should be more flexible and meet the social needs (e.g. centre-based or home-based mode). Facilities should be adjusted to suit training needs.
The content should be tailor-made in relation to NSS and be able to lead to continuous education or better job opportunities.
Lengthening the duration of post-school training programmes (e.g. by extending the duration to 7-14 days, one day per week for the whole semester, 240 hours, 'Block Release' mode).
Different mode of delivery and support such as sandwich courses by VTC/ SWD/ NGOs, attachment programmes (e.g. to be arranged in Day Activity Centres, one week attachment with 6 weeks training.), wider range of full-time training programmes, more out-reach programmes, computer-assisted training for students with poor motor functioning.
The post-school training programmes offered by VTC/SWD/NGOs should align with the NSS curriculum.
IV. Resource Considerations
Question Responses
1. Based on students’ curriculum needs and learning activities, different categories of special schools may have different resource requirements such as teacher to class ratio, therapists to student ratio, supporting staff (e.g., workman, teaching assistants), subject grants/grants for specific learning programmes etc.
No comment
3% Disagree
22%
Strongly Disagree 0%
Strongly Agree 36%
Agree 39%
2. For effective use of manpower, encashment of a small number of the established posts will provide flexibility in staff deployment to meet students’ needs.
No comment
12% Disagree
26%
Strongly Agree Strongly 14%
Disagree 2%
Agree 46%
3. For the moderately/severely ID/PD students whose learning may regress after long holidays, a more flexible arrangement of school days during the school year will help students sustain their learning.
Agree 25%
Strongly Agree
0%
Strongly Disagree
7% Disagree
12%
No comment 56%
4. The future boarding fee should differentiate a 7-day boarder from a 5-day boarder.
Strongly Agree
16%
Strongly Disagree 2%
Agree 58%
No comment
24% Disagree
0%
Question Responses 5. There is room for adjustment of the current boarding fee
by phases to a higher level affordable by the parents.
Agree 62%
Strongly Disagree 0%
Strongly Agree
5%
Disagree 2%
No comment 31%
6. What do you suggest as the basis for adjustment of boarding fee in the future? To what level can the boarding fee be increased and by how many years?
Commonly raised suggestions:
A gradual bi-yearly increase of not more than 10%.
Increase 40% within 2 years.
Increase up to 18% of cost within 2 years.
Increase 30% each year.
Increase to a maximum of 70% of SWD’s rate in 10 years.
Increase to about $1800 in 5 years time.
May adjust with some considerations (e.g. the cost of living index, the existing rate, not exceeding the SWD rate, parents’ views.)
V. Other Comments/Suggestions
More discussion with schools and parents on schools fees for NSS and more financial support to schools.
The design of curriculum framework should take into consideration students’ needs and abilities.
Bibliography
Career-oriented Studies
Reports
Organisation for Economic Co-operation and Development (2000) From Initial Education to Working Life – Making Transitions Work, Paris: Organisation for Economic Co-operation and Development.
Organisation for Economic Co-operation and Development (2000) Motivating Students for Lifelong Learning, Paris: Organisation for Economic Co-operation and Development.
The World Bank (2005) Expanding Opportunities and Building Competencies for Young People – A New Agenda for Secondary Education, Washington, DC: The World Bank.
Websites
California Department of Education. Career Technical Programmes in California
<http://www.cde.ca.gov/ci/ct/>
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Qualifications and Curriculum Authority. Framework of Sector and Subject Categories
<http://www.qca.org.uk/239_2135.html>
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Vocational Learning. Qualification for Young People Aged 14 to 19 Years
<http://www.vocationallearning.org.uk/parents/qualifications/>
NSS Academic Structure for Special Schools
Publications
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Hess, F.M. (Ed.) (2005). Urban School Reform: Lessons from San Diego. Cambridge:
Harvard Education Press.
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