SEN teaching in HK
The Teaching of Students with Special Educational Needs, SEN, in Hong Kong
Introduction
Nowadays, teachers are often anxious about how to assess students' learning outcomes in knowledge building. As assessment drives learning, a well aligned assessment practice should be expected to effectively motivate quality student learning (Biggs 1999). However, is it a perfect strategy for modern schools to assess students
“equally”
without concerning the Special Educational Needs
(SEN) of certain students? In fact, it leads to SEN students cannot learn well due to the lack of an inclusive environment; eventually they will rather get a negative summative assessment report from their teachers, but not positive formative learning outcomes.
Background - Hong Kong SEN educational policy In dealing of the teaching of students with
SEN, schools should think and plan on how to provide a quality inclusive education for every kind of students. In order to build the inclusive education, collaboration is the chief consideration.
On the principle of "one curriculum framework for all", Hong Kong SEN students follow the mainstream school curriculum of their able counterparts and are offered essential life-long learning experiences. (EDB 2011)
Under the Curriculum Development
Council (CDC), the Committee on Special
Educational Needs (CSEN) is responsible for formulating policy and overseeing curriculum development for SEN students.
Various ad hoc committees were set up to cooperate to develop programme of study, learning objectives, and learning and assessment exemplars for students with
SEN.
The following, introducing the duties about
SEN education of various ad hoc committees, is cited in an Education
Bureau webpage. (EDB 2011)
To conduct surveys in exploring the way ahead of curriculum reforms in special schools; to work in collaboration with schools on the development of schoolbased curriculum so as to enhance students' learning;
Introduction
Nowadays, teachers are often anxious about how to assess students' learning outcomes in knowledge building. As assessment drives learning, a well aligned assessment practice should be expected to effectively motivate quality student learning (Biggs 1999). However, is it a perfect strategy for modern schools to assess students
“equally”
without concerning the Special Educational Needs
(SEN) of certain students? In fact, it leads to SEN students cannot learn well due to the lack of an inclusive environment; eventually they will rather get a negative summative assessment report from their teachers, but not positive formative learning outcomes.
Background - Hong Kong SEN educational policy In dealing of the teaching of students with
SEN, schools should think and plan on how to provide a quality inclusive education for every kind of students. In order to build the inclusive education, collaboration is the chief consideration.
On the principle of "one curriculum framework for all", Hong Kong SEN students follow the mainstream school curriculum of their able counterparts and are offered essential life-long learning experiences. (EDB 2011)
Under the Curriculum Development
Council (CDC), the Committee on Special
Educational Needs (CSEN) is responsible for formulating policy and overseeing curriculum development for SEN students.
Various ad hoc committees were set up to cooperate to develop programme of study, learning objectives, and learning and assessment exemplars for students with
SEN.
The following, introducing the duties about
SEN education of various ad hoc committees, is cited in an Education
Bureau webpage. (EDB 2011)
To conduct surveys in exploring the way ahead of curriculum reforms in special schools; to work in collaboration with schools on the development of schoolbased curriculum so as to enhance students' learning;