Prof. Kenneth Sin
Growing a new generation of
teachers and leaders –
teacher training and career
development
www.britishcouncil.ae
1
Prof. Kenneth Sin
Director of the Centre for Special Educational Needs and Inclusive
Education, The Hong Kong Institute of Education
Kenneth is an experienced consultant and his expertise has
contributed to numerous local research projects. He is leading
currently leading a project, funded by the Education Bureau,
Jockey Club, Tin Ka Ping Foundation and Lee Hysan Foundation,
which aims to advance inclusion within education through a wide
range of professional development programmes. These include
the education of students with autism in Hong Kong and training
teachers working with children with disabilities in Mainland China,
Hong Kong and Macau. Kenneth is also involved in many
community activities focusing on special needs and inclusion.
2
What is the development in
Hong Kong?
All images © Mat Wright
www.britishcouncil.ae
3
Background
Hong Kong has a population of over 7.2 million in 2013,
among which there are 360,000 people with disabilities
(5%).
About 33,000 integrators are found in schools.
In average, there are about 33 integrators in a school.
4
Integrators in primary schools
2011-2012 2012-2013 2013-2014
Disabilities
2009-2010
2010-2011
SpLD
7 910
8 550
8 430
8390
8190
ID
760
770
780
760
750
Aut
1 480
1 980
2 320
2840
3310
ADHD
1 490
2 000
1 950
2450
2850
PD
170
210
140
130
120
VI
50
50
40
30
30
HI
340
330
310
270
260
SLI
1 520
1 480
1 970
1940
1880
Total
13 720
15 370
15 940
16810
17390
5
Integrators in secondary schools
2011-2012 2012-2013 2013-2014
Disabilities
2009-2010
2010-2011
SpLD
5 050
6 430
7 850
9050
9890
ID
710
810
940
930
930
Aut
570
780
1 050
1310
1660
ADHD
740
1 250
1 790
2330
3010
PD
190
230
250
250
240
VI
90
90
110
100
100
HI
470
450
490
420
400
SLI
180
230
210
190
210
Total
8 000
10 270
12 690
14580
16440
6
Implementation of Integration Education
Integrated education is generally linked to a process of placing
students with special educational needs in ordinary schools which
constitute the majority of so called “mainstream/mainstreaming
schools.
Inclusive education is defined by UNESCO in 2009 as a process of
strengthening the capacity of the education system to reach out to all
learners.
The Education Bureau of Hong Kong Special Administrative Region,
China, adopts the term “integrated education” in its official
documents.
7
Implementation of Integration Education
Integrated education is generally linked to a process of placing
students with special educational needs in ordinary schools which
constitute the majority of so called “mainstream/mainstreaming
schools.
Inclusive education is defined by UNESCO in 2009 as a process of
strengthening the capacity of the education system to reach out to all
learners.
The Education Bureau of Hong Kong Special Administrative Region,
China, adopts the term “integrated education” in its official
documents.
8
Implementation of Integration Education
 1993: The “School Education in Hong Kong: A Statement of Aims
” item 6 highlighted that “every school should help all of its students, whatever
their level of ability, including those with special educational needs, to develop their
potential as fully as possible in both academic and non-academic directions.”
 1995: The Hong Kong Government reiterated the policy of
integrated education.
 2000: In the “Reform Proposal for the Education System in Hong
Kong”, the Education Bureau also emphasized catering for the needs
of students with learning disability, and, through counseling services
and assistance, to provide SEN students, the opportunity to maximize
their potentials. All
9
Implementation of Integration Education
 2001: The Equal Opportunities Commission (EOC) formulated the Code
of Practice on Education under the Disability Discrimination Ordinance
to lay down guidelines for private and public educational establishments in
preventing and eliminating disability discrimination for the sake of universal
equal opportunity.
 2008: The Chinese Government deposited the instrument of ratification with
the United Nations on 1 August, and then became the thirty-third signatory of
the Convention on the Rights of Persons with Disabilities.
On 31 August,2008, the Convention entered into force in China as
well as in Hong Kong SAR and Macau SAR, and its obligations covered
education, rehabilitation and employment, and hence engendering deeprooted impacts on the development of integrated education.
10
Whole School Approach of Integrated Education
 The current policy strategy emphasizes the respect on
parents’ choices and the implementation of both special
education and integrated education.
 Through providing additional funding support, teacher
training, professional consultation and support provided by
external bodies, schools are encouraged to adopt the
school-based strategies of “whole-school approach”,
early identification, early intervention, cross sectors
collaboration and home-school cooperation, in order to
support the SEN students in their schools.
11
School reform for supporting SEN students
Phase I (1997/98 to 2002/03): The Whole-school Approach to
Integrated Education was advocated.
Phase II (from 2003/04 school year onwards): The focus of effort
shifted to the whole-school approach to catering for student
diversity.
12
The 3 Success Criteria:
an inclusive culture in school
a clear policy for IE
established practices for IE
13
The 5 Principles:
early identification
early intervention
whole-school approach
home-school cooperation
cross-sector collaboration
14
Principles of inclusive/integrated education
Dignity：Accept everyone, do not exclusive anyone;
Entitlement：Encourage all students to participate in school life, instead
of asking students to adjust to school norms;
Valuing Diversity and Individual Needs：Education should take
students’ individual differences into consideration;
Unending set of Processes and Equal Opportunities：Continuous
education process, it also includes community education.
15
How the attitude is changed
among teachers?
All images © Mat Wright
www.britishcouncil.ae
16
Paradigm shift
Medical model
Social model
17
Physical therapy
Care center
Medical staff
Hearing
disabilities
Autism
Intelligence
problems
Social
worker
Welfare
organizations
Brain
damage
Mental
disorder
Disabilities
fractured
bones
Workshop
Other
professionals
Speech
therapist
Visual
disabilities
Education
psychologist Career
therapist
Physical
disabilities
Special
school
Training
center
Special
transportation
arrangement
18
Lack of
education
Unemployment /
attitudes of
employers
Poverty / lack of
economic
independence
Facilities
not user
friendly
Lack of anti
discrimination
laws
Rely on
concepts of
medical model
Social constraints
Over
protective
families
The fear
factor
Prejudice
from the
public
Labeling
effect
Lack of
information
Inconvenient
transportation
arrangement
19
How do the teachers address
the special needs of their
students?
All images © Mat Wright
www.britishcouncil.ae
20
Classroom
diagnosis
Behavior
issues
Learning
motivation
Education
evaluation
Special
education
needs
Peer
support
Teaching
strategies
Curriculum
tailoring
Individual
Education
plan
21
The 3-tier Intervention Model
Tier-3 intensive support with external
assistance for hard core cases or
schools with a cluster of SEN students
[IEP, EP, seconded AM(RT), TA, NFM
($26,000), Sp Sch]
Less than 1%
Tier-2 add-on support for persistent cases
(IRTP, NFM ($13,000) , IEP, SBRSP, Band 3
initiative, Sp Sch)
About 5% - 10% of student population
Tier-1 quality teaching through basic provisions
(Initial teacher training, CEG, PSM(CD), ESTG,
Specialised teaching posts, SGO/SSW)
About 15% - 25% of student population
22
Characteristics of three tier support
Tier 1 provides quality classroom teaching to take care of students
with short term or minor learning difficulties.
Tier 2 provides extra supports to students with continuous learning
difficulties, such as group studies, etc.
Tier 3 targets the small group of people with severe learning
difficulties, such as provide individual counseling, special and
professional support, etc.
23
Tier 3 support
Self care
Learning
support
early
intervention
Skill training
Emotional
consultation
24
What are the teacher
empowerment in catering for
diversity?
All images © Mat Wright
www.britishcouncil.ae
25
Enhanced Teacher Training Framework
Tier-3
Tier-2
Thematic courses on certain types of SEN
such as autism and SpLD with the duration of
40-60 hours. After completion, teachers will
be confident and competent in dealing with
the more severe cases with minimal support
90-hr advanced course consist of core and elective
modules; a 2 day attachment to a special school as an
optional arrangement; a post-course follow-up project in
own school. After completion, teachers can work with
other professionals in providing the tier-3 support for the
more severe cases
Tier-1
30-hr basic course consist of common modules on principles and
theories of curriculum, assessment and teaching strategies to cater
for SEN. After completion, teachers will be capable of providing the
tier-1 support for students to prevent further deterioration of the
learning problems
26
Professional Development for Inclusive Education Practice
Learning the concepts of inclusion
27
Examining the knowledge in special needs
28
Mastering the instructional techniques for diversity
29
Experiencing the disabilities
30
Widening the horizon on catering for diversity
31
Sharing the successful experience
32
Reflecting the belief in teaching
33
Participating the professional dialogue
34
Using the community resources
35
Disseminating the research outcome
36
Advocating the whole school approach
37
Study on Equal Learning Opportunities for
Students with Disabilities under the Integrated
Education System”
http://www.eoc.org.hk/eoc/graphicsfolder/inforcenter/rese
arch/default.aspx
38
Some findings
1. Assessment reports without details
2. Reluctant attitude of school principals and
teachers
3. Inadequate resources and support
4. Lack of understanding about the current policy
and practices
5. Unfair treatment to SEN students
6. Diversified views in the support
7. Peer bullying
8. Concerns on the Career and life long planning
9. New partnership with NGOs
39
Recommendations
1.
early identification
2.
active role in IE
3.
effective management
4.
staff training
5.
SEN coordinator
6.
whole school approach
7.
IEP
8.
caring culture
9.
home-school partnership
10. community
11. transition
40
Subcommittee on Integrated Education
Panel on Education
Legislative Council of the
Hong Kong Special Administrative Region
41
The Subcommittee recommends that the Administration should
(a) require pre-service teacher training programmes run by tertiary institutions to
include integrated/special education as a core module;
(b) provide more incentives (such as scholarships and career advancement) for
in-service teachers to undertake further training in integrated education;
(c) review the existing training targets and set a timetable for all school heads
and teachers to complete those courses under the BAT Courses (or their
equivalent) relevant to their needs;
(d) examine the feasibility of arranging on-site training for serving teachers; and
(e) explore in collaboration with the teaching profession on ways/support to
enhance teachers' capacity in catering for SEN students.
42
How do the leaders make
changes in schools?
All images © Mat Wright
www.britishcouncil.ae
43
Development
Resource
Policy
Organization
Value
Changes
Teacher
Training
Pedagogy
Curriculum
44
Activities
Discussion
Experience
Activities
Seminars
Sharing
45
How do the schools make
changes in curriculum
planning?
All images © Mat Wright
www.britishcouncil.ae
46
C
M
U
U
課程
R
R
L
I
C
U
CURRICULUM
Collecting the relevant information, materials and contents
CURRICULUM
Understanding the profile and special needs of your students
CURRICULUM
Reengineering and re-orientating the
learning outcome
Differentiation in teaching
Differentiation by task
Pupils learn the same materials but at different levels.
Differentiation by outcome
Pupils learn the same general task but they can work at their own ability.
Differentiation by learning activity
Pupils learn the task at the same level but in a different way.
Differentiation by pace
Pupils learn the task at the same level but at a different rate.
Differentiation by dialogue
The teacher discusses the work with individual pupils so as to tailor the work to
their needs.
CURRICULUM
Reorganizing and restructuring the
teaching contents
CURRICULUM
Integrating supportive strategies, special
considerations on individual difference
in the teaching plans, IT or IEP.
CURRICULUM
Communicating/Co-teaching with
colleagues; Collaborating
professionally and Creating a
supportive environment
CURRICULUM
Utilizing peer support, IT and community
resources
CURRICULUM
Leading and lubricating the learning
process
CURRICULUM
Using a variety approaches of
assessment for evaluation
CURRICULUM
Maximizing the multiple intelligence,
learning motivation
What aspects should be
changed by teachers in
school reform?
All images © Mat Wright
www.britishcouncil.ae
68
SCOPA
Strategy
Curriculum
Organization
Pedagogy
Attitude
The need for school based
support for teachers
All images © Mat Wright
www.britishcouncil.ae
70
Objectives:
SMILE
School-based
support
services
Teaching
support
Non-teaching
support
Consultation
services
School-based
seminars
To support students with attention
deficit/hyperactive disorder (AD/HD)
or intellectual disability (ID);
To enhance the teacher
competency in teaching these
students;
To improve the whole school
approach supporting level;
To set up learning communities
among schools through professional
exchanges, sharing of resources and
knowledge transfer
School-based
workshops
71
Intensive schoolbased support
(108 hours)
Consultancy to
schools
(18 hours)
Seminars for
knowledge
transfer
Year
Secondary
School
Primary
School
Secondary
School
Primary
School
13-14 Semester
1
2
2
10
10
13-14 Semester
2
2
2
10
10
All secondary
schools
14-15
Semester 1
2
2
10
10
All primary
schools
14-15
Semester 2
2
2
10
10
All secondary
schools
15-16
Semester 1
2
2
10
10
All primary
schools
15-16
Semester 2
2
2
10
10
All secondary
schools
1000
(all schools in
HK)
Total
12
12
60
60
ADHD & ID
students
(30 per school)
360
360
1800
1800
Schools
All primary
schools
Study for
advancement
Resource
development
Topic
Topic
Differentiated
instruction
Strategies in
supporting
ADHD & ID
students
Teacher
effectiveness
Teacher
empowerment
Whole school
approach
support
Curricular
support to
ADHD &ID
students
3 reports
3 CD and
handbooks
72
Thank you
Prof, Sin Kuen Fung, Kenneth
kfsin@ied.edu.hk
All images © Mat Wright