This chapter discusses arrangements for stretching the potential of students of great learner differences, including those with special educational needs (SEN) and gifted students. In so doing, EMB is committed to the principle that all students should learn under “one curriculum framework for all”.
Original Proposal
6.1 The Main Document states in its first chapter that the goal of education is for ALL students to develop into balanced individuals who can contribute in meaningful ways to society, and who can draw on their own internal resources to continue to learn, apply their strengths and address their weaknesses. The realisation of the goal calls for a more broad-based curriculum with more choices to suit individual aptitudes and interests, and different approaches to learning.
6.2 The policy of the Government is to ensure that all students, including children with SEN, should have equal opportunity in education with suitable adaptation to the overall curriculum framework to meet specific needs and alternative arrangements appropriate to the needs and well-being of students.
(A) Special Education
Support
6.3 Children with SEN should have equal right to educational opportunities under the concept of “one curriculum framework for all”. The education sector basically supports that current provision for students with SEN should be enhanced in the new system and that there should be an overall review of the specific needs of different student groups.
6.4 It is generally accepted that school-based curriculum planning and individualised education programme (IEP) should be the direction for further development for students with SEN who would not participate in the senior secondary curriculum and assessment programme leading to the HKDSE.
6.5 Advanced planning for migration from existing special school arrangements towards 6 years of secondary education for all students is necessary.
Concerns
6.6 Respondents have stated that EMB should review the curriculum, assessment, teacher development and other support services for special education under the
“3+3+4” structure, having regard to the provision for the ordinary schools and the specific needs of the educational services pertaining to the students with SEN.
6.7 There is some concern as to whether students with SEN will be provided with pathways for future study and career training, and as to how their achievements will be given due recognition through certification and accreditation of specific studies.
6.8 There is concern about how all students could benefit under “3+3+4”, including those who have severe mental disabilities.
6.9 There has been some contention about whether the academic structure for mentally handicapped (MH) students whose learning will be supported by an IEP should be on a par with students with SEN in ordinary schools who are able to participate in 3 years of junior and 3 years of senior secondary curriculum.
6.10 Special schools including MH schools should receive similar provisions as their counterparts in ordinary schools, such as resource provided for diversification of the curriculum and for Liberal Studies.
6.11 Students with specific learning difficulties (SpLD) should be regarded as students with SEN and be provided with the necessary support.
The Way Forward
6 years of secondary education for all students
6.12 The Government is committed to provide every student 12 years of schooling in the new academic structure. All students will be able to receive 6 years of secondary education.
6.13 “3+3” denotes that all students will be able to receive 6 years of secondary education. It replaces the current “3+2+2” system where only about a third of students proceed to studying S6 and S7. It helps the public understand easily that Hong Kong will now meet the international standard of 6 years of secondary education.
6.14 In order to realise the goal of all students reaching their potential, both the provision for students with SEN in terms of length of schooling, and the quality of learning, for example, through a strengthened IEP can be expected as part of the reform of the academic system.
6.15 The NSS curriculum and assessment framework will only be successful if it can cater for students with different needs, abilities and interests and develop their potential to the full. It builds upon the curriculum framework in basic education and provides the flexibility to accommodate student needs, including students with SEN who can engage in NSS curriculum and those who may follow IEP development over 6 years of secondary education.
6.16 In essence, students with SEN will have exactly the same provision as other students, but with curriculum and assessment to match their capability and interests. Students with SEN who will follow IEP in special schools for the MH will have expanded provision from 4 years of secondary to 6 years of secondary education. The existing Extension of Years of Education (EYE) Programme will continue to pave the way for the implementation of the new system.
Learner characteristics/differences
6.17 Generally speaking, students with SEN require special education services to help them learn effectively in the school system. These students may encounter difficulties in learning or social adjustment. Some may experience difficulty in academic learning that require abstract thinking and complicated learning strategies, some may have difficulty in general cognitive development, motor co-ordination, language acquisition or social skill, while others may be weak in memory or other specific aspects of cognitive functioning. Others may be slow in information processing, resulting in severe and persistent difficulties in reading and writing.
6.18 It is important that we should focus on what these students can do instead of what they cannot. In the development of new curriculum for students with SEN, EMB aims to provide the least restrictive learning environment to cater for the needs of every student.
6.19 Students with SEN, but deemed capable, will follow curriculum and assessment modes as their counterparts in ordinary schools. This can occur in special schools or in integrated settings in ordinary schools. What they require are different learning and teaching strategies, assessment accommodations and targeted support to help them develop their potential.
6.20 As for students taking IEP in special schools in the future NSS, the MH students in particular, adaptation to the curriculum contents, teaching methodologies and assessment are necessary to help them strengthen their generic skills and learning in the KLAs at a level which ensures all students can reach their potential.
Curriculum framework and choice for students in special schools (Balance between essentials and choices)
6.21 Students with SEN who study in ordinary schools should follow the curriculum and assessment framework and have their progress assessed in the
same way as other students. They may have different choices of subjects to meet their capabilities and interests, but there should not be major deviation from the curriculum framework proposed. This is to ensure equal opportunity for post-school arrangements and to support integration in the community and working life of Hong Kong.
6.22 Different pathways to further studies or training leading to recognisable qualifications will be explored for students who are not inclined to pursue an academic curriculum leading to HKDSE. With the introduction of COS, which offers more choices alongside the HKEAA examined subjects, students with SEN will be able to choose among a range of subjects that develop their interests and abilities under the NSS. Under these circumstances, opportunities for diversified post-secondary courses will be explored with service providers such as the Vocational Training Council (VTC) and other NGOs serving these students.
6.23 It is proposed that for MH students, their current 10-year basic education curriculum structure should be re-structured to ensure a meaningful 12-year curriculum programme with clear learning outcomes and assessment standards.
MH students should be able to acquire knowledge, skills and values appropriate to their capacity and interest. The future 6-year secondary curriculum will mainly be built on the existing basic education and EYE Programme. To reap the benefits of the 6-year secondary education, higher expectations leading to more clearly defined learning outcomes for each student at various key stages will be emphasized through curriculum and assessment adaptation and effective teaching methodologies. EMB will also work in collaboration with the Health, Welfare and Food Bureau (HWFB), Social Welfare Department (SWD) and VTC to provide different pathways for these students to cater for their specific needs.
6.24 It is essential that MH students of different capacities should have adapted education programmes and assessment criteria as tailored by teachers and specialist staff. Parents’ involvement in the IEP design will also help the
development of a common vision on improved learning between schools and parents. A review of the learning programmes and their delivery modes based on the IEP in special schools is needed. In these special schools, IEP based on individual learning objectives set against the generic skills and KLAs at the basic education level should be a major element in student learning. The needs of MH students with specific arrangements for the learning strategies and curriculum-embedded assessments should be identified.
6.25 Though MH students are not prepared for sitting the future HKDSE, the 6-year secondary education should be more functionally oriented and reflect students’
learning capabilities with more focus on communication, independent living, vocational training and employment opportunities. Language proficiency and numeracy will also be enriched.
6.26 IEP may be conducted in groups or taught as cross-subject learning programmes by teachers and specialist staff. The IEP will inform the student learning profile at different stages of learning.
6.27 The implementation of the curriculum and assessment framework in special schools is a developmental process that will involve adaptation and adjustment, as is the practice for ordinary schools, in accommodating the needs of students with SEN.
Strengthening guidance and counselling
6.28 The expanded provision and new curriculum and assessment procedures will be new to the special school sector as for other schools. It is important that parent involvement should be stepped up so that they are able to make the best schooling arrangements for their children and match their expectations with the best professional advice available in meeting the needs of each child.
Students with SEN in ordinary schools and special schools Students with SEN in ordinary schools
6.29 EMB is committed to providing students with SEN with equal opportunities in education. Students who are capable of studying in ordinary schools will continue to do so by participating in relevant school places allocation system as appropriate.
6.30 Support such as specific learning support programmes and development of learning strategies will be provided so that participation at senior secondary levels is viable for students with SEN, including those with SpLD. EMB and HKEAA will explore appropriate assessment accommodation facilities based on the current arrangements to help students with SEN in the NSS.
Students with SEN in special schools
6.31 It is the Government’s policy for students with SEN to continue to be integrated into ordinary schools in so far as they can benefit from such education. As such, special schools offering similar curriculum to ordinary schools should participate in the student allocation systems such as Secondary School Places Allocation (SSPA) and Junior Secondary Education Assessment (JSEA) to facilitate placement of special school students to the ordinary schools.
6.32 Nonetheless, there are students who will benefit from continuing their studies in special schools. Arrangements for the secondary education for different types of special schools are set out below:
School for the visually impaired
6.33 The school for the visually impaired (VI) offers the curriculum for ordinary schools up to junior secondary level. The school has a long history of successful integration of their students into ordinary schools at various class levels. As such, it is proposed that their existing academic structure remains unchanged. Students who are capable of studying in the ordinary schools will be able to participate in the central allocation system or other appropriate school
placement service at various levels.
Schools for the hearing impaired
6.34 Students in schools for the hearing impaired (HI) have severe to profound hearing impairment, which results in delays in language acquisition and development. They may also have serious disability in language reception and expression, especially auditory reception and oral expression. Because of the special educational needs of the students. It is proposed that schools concerned should maintain 10 years of basic education to better prepare the students for proceeding to the 3-year senior secondary education, with appropriate curriculum adaptation.
Schools for the physically disabled
6.35 Students in schools for the physically disabled (PD) have severe or multiple physical disabilities. Their learning is frequently and regularly disrupted by various therapies, medical attention and hospitalisation. It is proposed that schools concerned should maintain 10 years of basic education to better prepare the students for proceeding to the 3-year senior secondary education, with appropriate curriculum adaptation.
Schools for social development
6.36 Students in schools for social development have emotional and behavioural difficulties that are transient in nature. They should be re-integrated into ordinary schools through SSPA and JSEA Systems and other arrangements when deemed suitable for effective learning in ordinary schools. It is proposed that their academic structure be 3 years of junior secondary education and 3 years of senior secondary education. Schools will continue to participate in the central allocation system for student placement.
Schools for the mentally handicapped
6.37 MH students including those attending VI, HI and PD schools have delay in mental development. The schools should adopt an IEP based on the specific
learning needs of each student. It is proposed that their academic structure be 6 years of secondary education, with their staffing and resource allocation aligned with the curriculum in these schools.
6.38 Appropriate and worthwhile post-school destinations should be made available for students, rather than keeping young adults unnecessarily in school. The future curriculum should prepare MH students for post-school placement having regard to their ability and the requirements demanded of them by society.
Post-school placement is important for MH students and the interface for support service would be explored with other departments and institutions to serve the long-term interest of these students.
6.39 The current experiences of the EYE would serve as a base for adapting the curriculum framework further to suit the needs of SEN.
Hospital School
6.40 The Hospital School caters for hospitalised children up to junior secondary level in 17 hospital-units and its education service is mainly compensatory and remedial in nature. Under the new academic structure, EMB will explore with the School the possibility of extending its service to senior secondary students who are hospitalised for a prolonged period of time.
Further education and post-school placement
6.41 EMB will strengthen the existing arrangements of short-term attachments of students to the post-school institutions.
6.42 EMB will continue to collaborate with VTC and SWD for enhancing the training and employment opportunities for students with SEN, and providing more training information to students of special schools.
6.43 EMB will also explore with VTC and SWD the interfacing arrangements for these students to receive training and transit to adult life.
6.44 The discussion above sets out proposals for a more detailed dialogue with key
stakeholders, in particular the special schools sector in the second half of 2005.
Following this further consultation, the way forward will be set out in more detail by the end of 2005.
(B) Gifted Education
Support
6.45 The definition of gifted education in Education Commission Report No.4 (EC, 1990) and current gifted education policy are widely supported.
Concerns
6.46 Gifted students should be provided with opportunities and support as appropriate or else they would be de-motivated and become under-achievers.
6.47 The development of gifted students should be catered for in the NSS.
Flexibility should be given for them to sit public examinations earlier.
6.48 The existing schemes for gifted students should continue under “3+3+4”
structure.
The Way Forward
6.49 We are confident that the needs of highly able students will be accommodated in the senior secondary system. However, other needs commonly associated with gifted students (i.e. social, emotional and cognitive) require careful attention. All students have multiple intelligences, but their strengths will differ. The current education system and curriculum have not been able to develop the range of intelligences all students may have. Students exceptionally gifted in certain intelligences may need accommodation through other measures additional to normal classrooms so as to match learning to their abilities, aptitudes and learning style.
6.50 For exceptionally gifted students, through conscious planning of learning objectives, contents, learning and teaching strategies, the three core elements of
gifted education namely, higher order thinking skills, creativity and personal-social competence can be incorporated into the NSS curriculum.
6.51 The gifted should be facilitated to stretch their potential further in terms of more appropriate curriculum, learning experiences, learning and teaching methods and teacher expectations. Some examples of a differentiated curriculum are as follows:
Curriculum compacting Independent projects Flexible skill grouping Tiered assignments High level questioning
6.52 In designing a NSS curriculum for the gifted students, the curriculum content, process, product and the overall learning environment would be considered.
Different approaches and strategies for providing a differentiated curriculum would be combined in a variety of ways through enrichment, extension and acceleration.
6.53 EMB will continue to work with universities and other tertiary providers to offer programmes for the exceptionally gifted in subjects relevant to tertiary studies and subjects not currently included in the NSS curriculum.
6.54 The NSS provides a greater freedom of choice, e.g. in-depth exploration of topics of interests in Liberal Studies, elective part in subjects so that the gifted students would have more opportunities to excel. Gifted students could also take accelerated programmes provided in collaboration with tertiary providers.
The greater breadth and depth of their studies will be recognised in the Senior Secondary Student Learning Profile.
6.55 Through the notional allocation of 15-35% of curriculum time to other learning experiences, the NSS allows more time for students to meet non-academic goals,
to be engaged in structured learning activities that are essential for the whole person development, and to widen their interests. This space is available for schools to stretch the full potential of the gifted. Collaboration between schools and external providers is central to building substantial learning experiences for gifted students.
6.56 Under the NSS, the three-tier implementation mode1 for gifted education could still be adopted to realise the spirit of “3+3+4” on one hand and promote gifted education on the other. Pedagogy for gifted students in the NSS will be improved through Regional Gifted Education Clusters and teachers’ network.
6.57 The following possibilities are worth exploring for the exceptionally gifted in the NSS:
Allowing students to complete HKDSE at an earlier age, particularly through grade skipping during the years of basic education or SS1.
Development of special, credit-bearing programmes and independent research studies, mentorship in collaboration with tertiary institutions and professional bodies.
Recognition of awards won in international competitions or the status to represent Hong Kong in their area of excellence, the learning outcomes of which could be considered in university selection processes. As for the underachieving gifted, collaborating with other agencies or Institute of Vocational Education to provide applied learning courses as different pathways for life-long learning is necessary.
6.58 The introduction of SRA, SBA and the Senior Secondary Student Learning Profile in the NSS will serve as a means to motivate on-going work for the gifted students and would allow them to set challenging goals beyond their level and think critically and creatively.
1 The 3-tier implementation mode includes level 1 – school-based whole class programmes for all students with differentiated teaching approach or through appropriate grouping; level 2 – school-based pull-out programmes for selected more able students, and level 3 – off-site support for exceptionally gifted students