On-going Professional Development Needs of Hong Kong’s

Special School Teachers: A Pilot Survey

Peter Westwood & Martty Wong

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Abstract

The work reported here grew out of an on-going investigation of the essential competencies required by teachers working in special schools in Hong Kong (Westwood & Wong, 2003). The earlier study explored the knowledge, skills, attitudes and values that teachers in special schools are required to apply in their daily work with students with disabilities. This brief report addresses a slightly different question — namely, the areas of knowledge and skill in which teachers feel they require additional training and development. A total of 76 teachers in special schools responded to an open-ended request for information on this matter. Results indicate that teachers mainly require additional practical advice on teaching strategies, managing the behaviour of students with disabilities, and adapting curriculum to meet the students’ needs. The teachers also perceived a need for additional information and skills in collaborative teamwork, and in acquiring an understanding of various therapeutic approaches deemed useful in special schools. The paper links the results of the survey with recent and proposed changes within the education system in Hong Kong.

Key words: special schools

teacher competencies

teachers' perceptions

teachers' professional development