Special Education Support 3 Special Education Support 4
Learning Support Grant (LSG)
26.11.2013
for DSS schools’ reference
Events Time Sequence School’s Action
Formulation of school-based policy on the Whole School Approach to Integration
Education (IE)
Before
commencement of school year
To set up a Student Support Team (SST)
(take up all SEN students’ tasks for whole school year)
~Operation Guide on the Whole School Approach to Integrated Education
~Catering for Student Differences- Indicators for Inclusion (2008)
To create a SEMIS account
Events Time Sequence School’s Action
Early
identification
&
Intervention – P1 pupils
July to August (Primary)
To ask for new P1 students’ assessment reports assessed by the Child Assessment Centres (CAC) or assessed by other private specialists/agents
September to January (Primary)
To input/update the information into SEMIS after obtaining parental consent
To provide support and services, both inside
& outside classroom, to those children with SEN based on the recommendation of assessment reports
To observe the learning and social adjustment and self-care ability through classroom interaction, monitoring of homework and individual interviews of every P.1 student.
Events Time Sequence School’s Action
Early
identification
&
Intervention – P1 pupils
September to January (Primary)
To identify students with mild or marked learning difficulties by completing the Observation Checklist for Teachers (OCT)
To make use of OCT and discuss with the parents, and provide early support
To administer ‘The Hong Kong Behaviour Checklist of Specific Learning Difficulties in Reading and Writing for Primary School Students (Second Edition)’
To make referral for specialist assessment if and when necessary
Early
identification
&
Intervention – P1 pupils
January to July (Primary)
The SST to formulate and implement learning support programmes through:
organising learning support programmes with reference to remedial teaching packages;
Collaborating with parents on homework and assessment accommodations; and
Monitoring of the progress of the pupils and adjusting the intervention.
September to January of the
following school year (Primary)
To review the progress of the students regularly
To provide intensive remedial support or other learning support for students not making satisfactory progress
Events Time Sequence
School’s Action
Early
identification &
Intervention – S1 students
July to December
(Secondary)
To refer to the information as provided by primary schools and make special arrangements for the students to take the Pre-S1 HKAT
To make reference to students’ previous academic record and other assessment results and to make use of screening tools to find out if students may have any learning difficulties
To input/update the information into SEMIS after obtaining parental consent
To provide support and services, both inside &
outside classroom, to those students with SEN based on the recommendation of assessment reports
Events Time Sequence
School’s Action
Other suspected freshmen in other levels
September to December
To make referral for specialist assessment if and when necessary
Application for LSG
At the end of November
(Primary)
To submit information on students with SEN and ALAs via SEMIS, together with their assessment reports and Individual Education Plan (IEP)
Application for LSG
At the end of November
(Secondary)
To submit information on students with SEN via SEMIS, together with their assessment reports and Individual Education Plan (IEP)
School leavers To submit the information on exit pathways of all school leavers with SEN via SEMIS
Events Time Sequence School’s Action
Assessment for students with SEN
June to July (Primary)
To use the Learning Achievement Measuring Kit (LAMK) for all students with SEN and suspect students for assessing their academic attainments. Using the results as the coming school year’s reference, i.e. if specific support/ services and curriculum accommodation will be continued to be provided for them
Events Time Sequence
School’s Action
LSG entitlement for the coming school year
June to
August (Primary)
To log in SEMIS and check the amount of the 1st allotment of LSG (70% of last school year’s entitled provision) for the coming school year
Summer tasks To update and save the information of students with SEN and ALAs through SEMIS including results from LAMK and school examination, and plan for the arrangement for the next school year according to the evaluation result
To transfer relevant information of students with SEN to his/her new recipient/ secondary school, if any
To complete the “Year-end Evaluation Form” for each individual student and for school respectively
To return the “Year-end Evaluation Form” for school to the EDB through SEMIS by 31 August each year
Events Time Sequence
School’s Action
LSG entitlement for the coming school year
June to
August
(Secondary)
To log in SEMIS and check the amount of the 1st allotment of LSG (70% of last school year’s entitled provision) for the coming school year
To update and save the information of students with SEN through SEMIS including parental consent, and plan for the arrangement for the next school year according to the evaluation result
To confirm a list of students with SEN from SEMIS who are allocated to them through SSPA
To complete the “Year-end Evaluation Form” for each individual student and for school respectively
To return the “Year-end Evaluation Form” for school to the EDB through SEMIS by 31 August each year
Summer tasks
Events Time Sequence
School’s Action
Accountability July to August
Whole school year
To report school-based policies and relevant information in its Annual School Report and upload such information onto their websites
To adhere to the guidelines set out in the relevant circular memoranda and letter calling for submission of audited annual accounts for auditing
Surplus in excess of 30% of the 12 month’s provision of the LSG will be clawed back
To keep a separate ledger account to handle all income and expenditure of the LSG
Events Time Sequence
School’s Action
Communication with parents
Whole
school year
(Secondary)
To let stakeholders, including parents, understand the school support of students with SEN. To set up a communication mechanism and contact methods between schools and parents
To have meetings with parents to discuss the learning support programmes, special arrangement to be made for students with SEN
For students in need of Tier-3 support, the SST should invite parents to attend Individual Education Plan (IEP) Conference to formulate the content and objectives of the IEP
Career Guidance To provide appropriate guidance to students with SEN in further studies and careers
Events Time Sequence
School’s Action
Deployment of Resources
Whole school year
To deploy the LSG flexibly and strategically and also pool together various school resources and optimize using resources to cater for students with SEN and ALAs
Teaching/
Curriculum design and assessment accommodation
To provide curriculum accommodation in accordance with the student needs
To formulate various assessment accommodations designed for individual student
To arrange collaborative learning and teaching, group teaching, etc. to cater for learning diversity
Events Time Sequence School’s Action
Record keeping Whole school year
To keep, update and well document the Student Support Register of students with SEN
To keep record of students’ medical/ assessment reports, learning records, recommendations for learning and teaching, Individual Education Plan (IEP), etc.
Teacher training To arrange teachers to attend special education courses and receive relevant training so as to meet the threshold of requirements as stipulated in the EDBC008/2012 dated 12 June 2012 “Teacher Professional Development on catering for Students with Special Educational Needs”
• EDBC012/2012 “Learning Support Grant for Primary Schools”
• EDBC013/2012 “Learning Support Grant for Secondary Schools”
• EDBC008/2012 “Teacher Professional Development on Catering for Students with Special Educational Needs”
• EDBC009/2013 “Transfer of Information of Students with Special Educational Need “
Reference Materials:
Thank You！
三層支援模式
第三層 加強支援
個別問題較嚴重的學生
第二層
額外支援有持續 學習困難的學生
第一層
及早識別，並透過優質課堂教學，
幫助有短暫或輕微學習困難的學生，避免問題惡化
三層支援模式
第三層 加強支援
個別問題較嚴重的學生
第二層
額外支援有持續 學習困難的學生
第一層
及早識別，並透過優質課堂教學，
幫助有短暫或輕微學習困難的學生，避免問題惡化
每名學生
$10,000 首1 至 6名
學生 共$120,000
