A Response to the Proposed Educational Reforms
   
Maria Wong
   
1. Introduction
   
1.1 It is encouraging to know that the principles underpinning the forthcoming educational reforms have taken into consideration the quality of education for every individual child, no matter what his or her abilities and disabilities, Strategies of implementation and the mechanism to ensure and measure positive outcomes, however, have yet to be investigated.
   
1.2 This response will focus on students with special educational needs (SEN), both in the mainstream and in special education settings. The following comments are made in the light of the direction for inclusive education and with the co-existence of special schools for students with severe and/or multiple disabilities.
   
2. Curriculum and Assessment
   
2.1 The concept of Key Learning Area (KLA) fits in well with the goal of achieving a balanced curriculum for all children. The proportion of each KLA in the total timetable allocation, however, should differ according to the needs of children at different stages of their development. Most students with SEN, especially those with mental retardation or physical and sensory disabilities tend to need more time for self-identification and the development of their potential residual abilities in the early stage. Therefore, a standard set of Basic Competence Assessment (BCA) tools or criteria applied to all children indiscriminately may not be appropriate.
   
2.2 The flexibility allowed for Student Assessments (p. 44-45, para.5.2.37) and the compulsory participation expected for System Assessment (p.46-47, para.5.2.38) could result in a mismatch either for (a) schools with inclusive settings or (b) schools with a total special education setting. While the former (a) emphasises respect for and acceptance of individual needs, the latter (b) insists on a norm-reference standard.
   
2.3 Internal assessment at P.3 , P.6 and S3 could also be problematic, both for inclusive schools and special schools. Results achieved in either settings may unfairly suggest a negative performance or under-recognition of the achievements of the staff involved. An over-simplistic bias towards academic subjects would inevitably neglect the achievements of SEN students in other areas.
   
2.4 Excessive reliance on IT for individual assessment may not be realistic. If it were to be designed to be school-based, additional technical support must be provided at the school level, and there would have to be scope for schools to be allowed to modify the assessment processes applied to them.
   
Recommendations:
   
2a. Schools that prefer a different mode of assessment should be given the flexibility if they can provide adequate good justification for doing so. Discussions of an alternative assessment modes or criteria should be open and available at the request of the school.
   
2b. For the purposes of assessing the performance of school/staff for students with severe/ multiple disabilities, it may be preferable to evaluate the process of teaching and learning rather than the learning outcome.
   
2c. The heads of both inclusive and special schools should be free to propose the time frame for the various stages of internal assessment for individuals with SEN.
   
3. Catering for multiple abilities and diverse needs
   
3.1 Early identification of the individual's special needs and abilities is certainly important.(p.107, para. 5.6.2 & 5.6.7). However, this declaration will only result in practical achievements if supported by (a) the formal recognition of each child's entitlement to such identification and (b) arrangements for the involvement of the relevant professionals working in close partnership with each other and with the parents.
   
3.2 The goals of addressing students' multiple abilities and different learning needs and making use of community resource are all to be commended. Without a clear commitment at the government/system level, however, it would be both unfair and unrealistic to expect school personnel to be wholly responsible for attaining these aims.
   
Recommendations :
   
3a. The government's role should be to formulate policy for mainstream schools to foster education for students with SEN in an inclusive setting with adequate support. The new Regional Educational Offices (REOs) may act as a linkage agent for existing professionals, with those in the regional special schools. Alternatively, the Education Department's original specialist officials could assist in the identification of students' special needs upon request. Support in terms of additional human or equipment resources should be proposed at a joint meeting amongst related persons and parent.
   
3b. The school's role in the inclusive school should be to exhaust its own resources before referring out the student with special needs. A whole-school ethos should be cultivated to include students with special needs if possible. When real difficulty is encountered, requests should be made to the REO for assistance from specialists in the region.
   
4. Quality Assurance mechanism
   
4.1 While public money must be properly accounted for, the achievements of schools or staff catering for the student with SEN should be measured based on different criteria, and these should be set in general according to the special circumstances of students with different abilities and SEN.
   
Recommendations:
   
4a. Schools with students of special needs are to be encouraged to set up their own criteria. Appropriate discussions should be held to justify such criteria, and they should then be adopted as the criteria for quality inspection.
   
5. The role of special schools
   
5.1 The Document proposed that 'some' special schools should be selected to take up additional responsibilities by acting as a Resource Centre (p.114, para.5.6.24). The paragraph has neither explained clearly the criteria for such a selection nor the proposed programme for such a resource centre.
   
Recommendations:
   
5a. Special schools with a long history or adequate experience should welcome visits from mainstream teachers with the objective of enriching their knowledge of how to identify special needs and how to develop the appropriate teaching strategies accordingly.
5b. Wherever possible, such special schools should act as partner to mainstream schools in the region on a double-track referral basis. This means that by mutual agreement and after thorough discussion amongst professionals from both schools, Education Department officials and parents. A referral either to the special school or back to the mainstream school may be decided at the meeting.
   
6. Policy for Integrated Education and Inclusion
   
6.1 The Document proposed the continuous promotion of integrating students with SEN to the mainstream using whole-school approach (p.109,para.5.6.12). A direction towards Inclusion was further suggested in para.5.6.13. While we all look forward to building Hong Kong as an inclusive society which respects people with different abilities and disabilities, a mere re-distribution of resources based on principle of cost-effectiveness could well prove inappropriate and ineffective .
   
Recommendations:
   
6a. The focus should be on building up the capacity of mainstream schools to accept students with SEN from special schools. Mainstream schools should identify clear policies for achieving such inclusion and draw up a list of students with special needs once such needs have been identified. This list would then form the basis for planning and budgeting to meet such the additional requirements of children with special needs.
   
6b. Unless there are careful arrangements are made with special schools in advance, the work of mainstream schools might be disrupted. These arrangements should include having an experienced senior teacher to co-ordinate the placement of students in the 'resource class', building up an inclusive ethos in the school, formulating policy within the school on education for special need students, etc.
   
6c. The children and parents should be presented with choices of either special education setting or a regular school setting. The appropriateness of such placements should be decided on the situation at the time of placement.