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Training Programme for Special Educational NeedsProgramme Handbook

2017 - 2018

Commissioned by the Education Bureau, HKSAROrganized by the Department of Special Education and Counselling, EdUHK

Training Programme for Special Educational Needs

2017-2018Programme Handbook

Contents

Part I : Programme Information 11. Programme Enrolment 22. Introduction 33. Programme Objective 34. Programme Structure 45. Admission Requirements 66. Language Medium of Instruction 67. Class Date 78. Venue 79. Application 7

10. Admission and Notification 7 11. Award of Certificate 8 12. Credit Exemption 8 13. Other Information and Block Release Arrangement

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14. Course Outline 8 15. Programme Timetable 12

Part II : Information for participants 161. Tuition Fee 172. Attendance and Absence 173. Violation of Academic Integrity 174. Teachers and Students Consultative

Meeting18

5. Course Evaluation 186. Library Service 187. Prevention for Influenza 198. Class Arrangement during Adverse

Weather19

9. Change of Personal Particulars 20

Part III : Appendices 211. Programme Rules and Regulations 222. Contacting Staff 283. Citation System 294. Marking Scheme 375. Leave Application Form 386. Map of Tai Po Campus 397. Map of Tseung Kwan O Study Centre 408. About the Departments 419. References 42

Part I Programme Information

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1. Programme Enrolment Programme Catering for Diverse Learning

NeedsCatering for Students with

different Special Educational Needs

Basic Course Advanced Course

Thematic Course

Course Code SE0020180001 SE0020180002

SE0020180003SE0020180004SE0020180005SE0020180006SE0020180007

Target participants

All in-service teachers of primary, secondary and special schools

Programme Mode

Full-time block release approved by the Education Bureau with granted paid study leave.

Study Hours 5 days(30 hours)

17 days(102 hours including practicum)

20 days (120 hours)/15 days (90 hours)

Study Period 1 month(course participation and submission of assignment)

6 months(course participation and submission of assignment)


Application Date Course admission and enrolment start regularly throughout the year. Seats are available on a “first-come, first-served" basis. Please visit BAT programme website : (http://bat.eduhk.hk)Or EDB training calendar website : (http://tcs.edb.gov.hk)

Venue Tseung Kwan O Study Centre or Tai Po Campus of The Education University of Hong Kong

Course Fee Free (Government-funded)Application Procedures

Application should be made via the E-service system at (http://tcs.edb.gov.hk)

Enquires Basic Course29488820(Ms. Sally Ko)

Advanced Course29488691(Ms. Tse Yan Sin)

Thematic Course29487538(Mr. Ben Wong)

Thematic Course(SE0020180006)29488938(Mr. Chuck Wu)

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Programme Website

http://bat.eduhk.hk

2. Introduction

The Education Bureau is committed to implementing integrated education (IE) for students with special educational needs (SEN) who can benefit from education in ordinary schools. These Government-funded courses are approved by the Education Bureau with full-time block release.

(a) Basic Course on Catering for Diverse Learning Needs (30 hours)(b) Advanced Course on Catering for Diverse Learning Needs (102 hours)(c) Thematic Courses on Supporting Students with SEN (90 or 120 hours)

Over the years, The Hong Kong University of Education (now renamed The Education University of Hong Kong or EdUHK) has organised basic and postgraduate professional teacher training courses (with diverse learning needs) in part-time mode, funded by the University Grants Committee (UGC).

The Department of Special Education and Counselling (SEC) of EdUHK is now commissioned by the Education Bureau of the HKSAR to run the above courses. We believe that part-time study mode or granted paid study leave will able to provide different types of appropriate special education and professional training opportunities to in-service teachers.

This programme handbook lists out the aims, content, learning outcomes, assessment requirements and administrative arrangements of this programme. It also provides some literature references and special education resources. Participants are encouraged to read carefully in order to be better prepared for the study.

3. Programme Objective

The Department has organised the Special Educational Needs training Programme with the aim of enhancing teachers' professional knowledge, skills and attitudes. The programme helps teachers understand students with diverse learning needs, and be able to apply the whole school approach and effective support strategies to cater for students with special educational needs in mainstream or special schools. The curriculum covers the following three categories:

3.1. SE0020180001 Basic Course on Catering for Diverse Learning Needs

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The Basic Course aims at enhancing teachers' competency in catering for classroom diversity. Participants will learn the principles and policies of integrated education in Hong Kong; understand learners’ various special needs; acquire the related support strategies and skills; and develop a positive attitude towards inclusion. On completion of the course, participants will be able to accommodate learners’ diverse learning needs and provide support accordingly.

3.2. SE0020180002 Advanced Course on Catering for Diverse Learning Needs

The Advanced course aims at enhancing teachers' competency in implementing integrated education. Participants will examine the whole school approach framework; learn how to develop policy, practice and culture for inclusion; understand the specific needs of learners with special learning needs; and identify related strategies to support them. Participants need to plan, implement and review an intervention programme in catering for learners with special needs. On completion of the course, participants will be able to assist their schools in promoting integrated education, and aim at catering for the diverse learning needs of students.

3.3. SE0020180003, SE0020180004, SE0020180005, SE0020180006, SE0020180007 Thematic Course on Supporting Students with SEN

This Thematic Course aims at enhancing teachers' competency in teaching students with various types of special educational needs. Participants will further review the characteristics, educational needs, supporting strategies, curriculum accommodation, teaching resources, behaviour management, team work and community support for students with certain types of special educational needs. Learning will combine theory and practice. On completion of the course, participants will be able to apply necessary professional knowledge and skills in catering for students with SEN.

4. Programme Structure

The programme offers three levels of training in order to meet the different professional needs of teachers. Applicants can choose to participate in Basic, Advanced and/or Thematic (BAT) Courses, in order to meet the development of their school and own professional development needs. However, applicants are advised to attend the basic course if they do not have basic knowledge of special education.

The design of Advanced courses will be based on assuming participants have already gained basic knowledge of special education. Participants will further equip their knowledge in catering for students with SEN by planning and practicing and catering for

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students with SEN in their school. The Thematic Courses aim at enhancing the competency of teaching students with various types of special needs.The Department understands that applicants will have different experiences, backgrounds and professional needs. Applicants are advised to read the programme objectives, content, course duration and requirements of this handbook before they enroll on any course.

The basic course will be conducted in full-time block release. Participants have to attend the courses for six hours per day for 5 days. After the completion of the course, participants should submit the assessment tasks required by the course before the submission deadline. The course should be completed within one month.

The Advanced Course will be conducted in a full-time block-release mode. Participants attend lessons for 6 hours per day and a total 17 days of lessons (including 12-hour for practicum). On completion of the course, participants should carry out a school-based project in their own school in the ensuing 6 months, submit a report and present the findings. Participants should submit the assessment tasks required by each module before the submission deadline.

The thematic courses will be conducted in full-time block-release mode. It consists of five separate topics. Participants will attend the lessons for 6 hours per day with two different course durations: 15 days (90 hours) and 20 days (120 hours). Participants should submit their assessment tasks required by the course before the submission deadline. The course would be completed in 2 months.

Programme

Basic Course Advanced Course Thematic Course

Course Code

SE0020180001 SE0020180002 SE0020180003;SE0020180004;SE0020180005;SE0020180006;SE0020180007

Study Hours

5 days(30 hours)

17 days(102 hours including attachment)

20 days (120 hours)/15 days (90 hours)

Study Period

1 month(course participation and submission of assignment)



Basic Course on Catering for

Advanced Course on Catering for Diverse

Thematic Course on Supporting Students with SEN

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Course Name

Diverse Learning Needs

Learning Needs Behavioural, Emotional and

Social Development Needs (Focusing on the needs of students with ASD, AD/HD and EBD)

Sensory, Communication and Physical Needs (Focusing on the needs of students with PD & VI)

Sensory, Communication and Physical Needs (Focusing on the needs of students with HI & SLI)

Cognition and Learning Needs (Facilitating English Language Learning – Focusing on the needs of students with SpLD & ID)

Cognition and Learning Needs (Facilitating Chinese Language Learning -Focusing on the needs of students with SpLD & ID)

Remarks The Department reserves the right for all the necessary changes of the course re-arrangement, including class cancellation or more number of groups.

5. Admission Requirements

All in-service teachers of primary, secondary and special schools (included Direct Subsidy Schools) nominated by their school can apply for the course. There is no limited number of applicants for each school. Applicants who are responsible for teaching students with SEN in their school will be given priority in enrollment.

6. Language Medium of Instruction

Cantonese supplemented with English (English in any specified event).

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7. Class Date

The department offers Basic, Advanced and Thematic courses on various topics at different times throughout the year 2017/2018. Details are published on the EDB Training Calendar website (http://tcs.edb.gov.hk) and our programme website (http://bat.eduhk.hk/).

8. Venue

Unless specified, the lessons will be mainly be held at the Tseung Kwan O Study Centre of The Education University of Hong Kong, but some lessons may be arranged at the Tai Po Campus.

9. Application

Application should be made via the E-service system. For application procedures and details, please refer to the EDB Training Calendar website (http://tcs.edb.gov.hk). The application deadline is five weeks prior to the start of the course. The criterion of selection is on a first-come-first-served basis.

Basic Course on Catering for Diverse Learning Needs (Course code: SE0020180001)

Advanced Course on Catering for Diverse Learning Needs (Course code: SE0020180002)

Thematic Course on Supporting Students with SEN (Course code: SE0020180003、SE0020180004、SE0020180005、SE0020180006、SE0020180007)

10. Admission and Notification

The start of the course will depend on the number of applicants and arrangement of the Department. The criterion of selection is on a first-come-first-served basis and depends on the number of applicants from each school. Successful or rejected applicants for all events will be notified via the e-Services Portal Account three weeks prior to the start of the course. Successful applicants for all events will be informed about the venue via the e-Services Portal Account once confirmed. Applicants should check the notification and

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reply accordingly. For applicants who fail to respond, their place will be taken up another applicant on the waiting list without prior notice.

11. Award of Certificate

This programme is a special education professional development programme with recognised qualifications. To be awarded a Certificate of Completion, participants must obtain satisfactory results in all assessment tasks required and successfully fulfill the 80% attendance requirements as stipulated by the course. The above requirement has to be approved by the Examination Committee. Each course will have separate certificate issued two months after the Board Examination Committee meeting.

12. Credit Exemption

The Department of Special Education and Counselling (SEC) was commissioned by the Education Bureau (EDB) of the HKSAR to run the above courses. Participants who successfully complete the Basic/Advanced Course and/or Thematic Course with a good result can apply for credit exemption when they continue to study a special education programme (e.g., Bachelor of Arts (Honours) in Special Education or master programme) at EdUHK. Applications will be determined on an individual basis.

13. Other Information and Block Release Arrangement

These Government-funded courses are approved by the Education Bureau (EDB). Once a teacher is admitted to the course, a supply teacher will be provided to the school (for further details, please refer to the EDB notice 12/2015). For enquiries, please contact the corresponding Regional Education Offices (REOs) or EDB Special Education Team 2 (Ms. Chan) at 36983735.

14. Course Outline

14.1 SE0020180001 Basic Course on Catering for Diverse Learning Needs

The Basic Course aims at enhancing teachers' competency in catering for classroom diversity. Participants will learn the principles and policies of integrated education in Hong Kong; understand learners’ various special needs; acquire the related support strategies and skills; and develop a positive attitude towards inclusion. On completion of the course, participants will be able to accommodate learners’ diverse learning needs and

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provide support accordingly. Participants need to hand in their assignment within one month of their study period.

14.2 SE0020180002 Advanced Course on Catering for Diverse Learning Needs

The course aims at examining a whole school approach framework with a theoretical basis and its impact on the establishing an inclusive school. Participants will examine the whole school approach framework, learn how to develop policy, practice and culture for inclusion and understand the specific needs of learners with special learning needs and identify related support strategies to support them. Participants need to plan, implement and review an intervention programme in catering for learners with special needs. On completion of the course, participants will be able to assist their schools in promoting integrated education, and aim at catering for the diverse learning needs of students. Participants need to submit a school based project within six month of the study period.

PracticumThe practicum aims at providing chances for participants to teach students with SEN so, thus, to enhance their individual experience and self-reflection. Through arrangement, participants will form a learning community and being assigned in different schools to conduct discussions, lesson observations and teaching exchanges.

14.3 Thematic Course on Supporting Students with SEN

1. Behavioural, Emotional and Social Development Needs (Focusing on the needs of students with ASD, AD/HD and EBD) (SE0020180003)

Participants should have some basic knowledge in teaching and handling students with BESND before applying for this course. The course emphasises both theoretical and practical aspects. Participants will further review the characteristics, educational needs, supporting strategies, curriculum accommodation, teaching resources, behaviour management, team work and community support for students with BESDN. On completion of the course, participants will be able to apply the necessary professional knowledge and skills in catering for students with BESDN. The course composes of two parts: (a) 18 days (108 hours) of lectures and workshops; and (b) four half-day (12 hours) sessions of supervised group practicum. Participants should submit their assessment tasks within the two-month.

2. Sensory, Communication and Physical Needs (Focusing on the needs of students with PD & VI)(SE0020180004)

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Participants should have some basic knowledge in teaching and handling students with “Sensory, Communication and Physical Needs” (SCPN) before applying this course. This course will focus on students with different kinds of visual and physical handicaps in primary and secondary schools, exclaim their causes and effects, and explore the relevant environment settings, aids and rehabilitation. The course will also analyse some effective curriculum, instruction, assessment, accommodation and supporting strategies to help participants to develop, implement and evaluate programs for enhancing the learning and activity abilities of students with SCPN. On completion of the course, participants will be able to apply the necessary professional knowledge and skills in catering for students with PD & VI. The course will last for 90 contact hours in total. Participants should submit their assessment tasks within two months.

3. Sensory, Communication and Physical Needs (Focusing on the needs of students with HI & SLI) (SE0020180005)

Participants should have some basic knowledge related to students with HI & SLI before applying this course. This Course will focus on the effective curriculum design, teaching, assessment, accommodation and supporting strategies for teaching students with SCPN (HI & SLI). Participants will learn how to plan, develop, implement and evaluate intervention programs for improving the social-communicative skills, emotion and learning difficulties of these SCPN (HI & SLI) students. The course will last for 90 contact hours in total. Participants should submit their assessment tasks within two months.

4. Cognition and Learning Needs (Facilitating English Language Learning - Focusing on the needs of students with SpLD & ID)(SE0020180006)

The course consists of two domains: 1) the first aim is to enhance teachers' competencies in handling students with Special Learning Difficulties; 2) and the second aim is to introduce the learning needs of students with intellectual disabilities. The course will cover issues such as the general progression and cognitive process of reading development, the essential components of classroom instruction, and the practices of literacy intervention in English. Participants will be formed into groups to study and implement some teaching strategies to support students with Specific Learning Difficulties in learning English. The course composes of two parts: (a) 18 days (108 hours) of lectures; and (b) four half-day (12 hours) sessions of supervised group practicum. Participants should submit their assignment within two-month.

5. Cognition and Learning Needs (Facilitating Chinese Language Learning - Focusing on the needs of students with SpLD & ID) (SE0020180007)

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The course consists of two domains: 1) the first aim is to enhance teachers' competencies in handling students with Special Learning Difficulties; 2) and the second aim is to introduce the learning needs of students with intellectual disabilities. The course will cover issues such as the general progression and cognitive process of reading development, the essential components of classroom instruction, and the practices of literacy intervention in Chinese. Participants will be formed into groups to study and implement some teaching strategies to support students with Specific Learning Difficulties in learning Chinese. The course composes of two parts: (a) 18 days (108 hours) of lectures; and (b) four half-day (12 hours) sessions of supervised group practicum. Participants should submit their assignment within two-month.

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15. Programme Timetable

CalendarBasic Courses(SE002018000

1)

Advanced Courses

(SE0020180002)

Thematic Courses (SE0020180003, SE0020180004, SE0020180005,

SE0020180006, SE0020180007)

Weekdays Public Holidays 5 Days 17 Days 15 – 20 Days

Sep 4-8

Sep 11-15

Sep 18-22

Sep 25-29

Oct 2-6 2, 5

Oct 9-13

Oct 16-20 BC-AA

Oct 30 Oct –3 Nov

AC-AA30/10-21/11

Nov 6-10 　 BC-AB

Nov 13-17 　Nov 20-24

TC-B-AA20/11-15/12

Nov 27 Nov –1 Dec BC-AC

Dec 4-8 　Dec 11-15 　 BC-AD

2 classes

Dec 18-22 　 BC-AE2 classes

Dec 25-29 25, 26　

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1)

Advanced Courses

(SE0020180002)


SE0020180006, SE0020180007)


Jan 1-5 1

TC-PDVI-AA2/1-22/1

TC-ACHI-AA

2/1-29/1Jan 8-12 BC-AF

EMI

Jan 15-19 　

AC-AB15/1-6/2

EMI

Jan 22-26

Jan 29 Jan –2 Feb

Feb 5-9 　 BC-AG2 classes

Feb 12-16 16

Feb 19-23 19

Feb 26 Feb –2 Mar BC-AH

AC-AC2 classes26/2-20/3

TC-HISLI-AA

26/2-16/3Mar 5-9

TC-AENG-AA

2/3-29/3

Mar 12-16

Mar 19-23

Mar 26-30 30

TC-B-AB2 classes26/3-25/4

Apr 2-6 2, 5

Apr 9-13 BC-AI2 classes

TC-PDVI-AB9/4-27/4

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1)

Advanced Courses

(SE0020180002)


SE0020180006, SE0020180007)


Apr 16-20

AC-AD2 classes16/4-9/5

TC-PDVI-AB9/4-27/4

Apr 23-27 BC-AJ2 classes

Apr 30 Apr –4 May 1 May

TC-ACHI-AB

30/4-29/5

May 7-11

TC-B-AC2 classes4/5-1/6

May 14-18

May 21-25 22

TC-HISLI-AB

18/5-8/6May 28 May –

1 Jun

TC-AENG-AB

28/5-25/6

Jun 4-8 BC-AK2 classes

AC-AE2 classes6/6-29/6

Jun 11-15

Jun 18-22 18

TC-B-AD14/6-13/7

Jun 25-29

Jul 2-6 2

Jul 9-13 BC-AL2 classes

Jul 16-20

Jul 23-27

Jul 30 Jul –3 Aug

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TC-B: SE0020180003

TC-PDVI: SE0020180004

TC-HISLI: SE0020180005

TC-AENG: SE0020180006

TC-ACHI: SE0020180007

The Department may increase the number of courses according to the number of applicants in different phrases. Latest information for the course will be posted on the EDB Training Calendar website (http://tcs.edb.gov.hk) and our programme website (http://bat.eduhk.hk/). Application should be made via the E-service system on a “first-come, first-served" basis. The Department reserves the right for changes, re-arrangement and cancellation of the above courses.

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http://bat.eduhk.hk/

Part IIInformation

for Participants

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1. Tuition Fee

This programme is subsidised by the EDB and is free of charge. Participants may need to share the expenses for some learning activities, transportation, additional reading materials and refreshments.

2. Attendance and Absence

This programme values the attendance and punctuality of participants. The participation of participants plays an important part in learning. Participants should cultivate a strong sense of responsibility and punctuality habits, and strongly encouraged to attend 100% of the lectures and activities. If participants have to be absent from a lecture due to a special reason, they are required to fill in the “application form for leave” and get the approval from their school and the related lecturer. Participants should avoid lateness and early leave. Participants arriving 15 minutes late (or leave 15 minutes or more early) without a doctor’s certificate, or if the lecturer believes their lateness or leave will seriously affect the learning progress, the situation will be counted as one absence. In addition, students who arbitrarily alter the attendance record or on behalf of other participants by signing in could cause unnecessary misunderstanding. Participants are required to attend a minimum 80% of their course in order to be awarded a Certificate of Completion. This programme is commissioned by the Education Bureau of the HKSAR. The attendance and results of all the participants will be submitted to the Education Bureau for keeping records or follow up.

3. Violation of Academic Integrity

Plagiarism, falseness and cheating in exams are prohibited and act as violation of academic integrity. Assignments submitted by participants must be written by themselves. When referring to the writings of others, participants should cite the source and author of the materials in the proper way. Participants must also pay attention when using literary, dramatic, musical and artistic works, sound recordings, films, television, radio and other broadcasting programmes which involve copyright issues. Unauthorised using or copying of any information or data can constitute copyright infringement. Students must refer to the "Copyright Ordinance" and the school's copyright policy in order to avoid infringements which may lead to legal proceedings.

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4. Teachers and Students Consultative Meeting

In order to keep improving and maintain a better curriculum which meet the needs of teachers, the department will hold consultative meetings with teachers and students between courses. Participants can share and exchange their experiences, and opinions about the courses with lecturers. Each group of students can elect one or two representatives to collect the views of members, and attend the consultative meeting. The date of the meeting will be announced later in the course.

5. Course Evaluation

At the end of each course, participants will be invited to fill out a "course evaluation form" to express their overall opinion of the course. The teaching assessment will be given to the corresponding instructors.

6. Library Service

All participants can enjoy the services and other facilities provided by the Mong Man Wai Library and Tseung Kwan O Study Centre Library (except the center opening for public). Participants can borrow materials to facilitate their learning and teaching. Participants are required to inform themselves about the library and comply with the rules and regulations. For details, please contact the media service station at 2948-6689.Participants can visit the Special Education Resource Centre or their website (http://www.edb.gov.hk/en/edu-system/special/resources/serc/index.html) for more information related to special education needs. Please refer to the following information about the Centre:

Special Education Resource CentreService and Facilities

There are lots of multi-media facilities at the Centre for the production of teaching materials by teachers. Besides, updated journals, magazines and books on special education as well as school-based curriculum projects are also available for teachers' and publics' reference.

Opening Hour

Monday to Friday：9:30 a.m. to 1:00 p.m. 2:00 p.m. to 6:30 p.m. Saturday, Sunday and Public Holidays: Closed

Location Room 229, West Block, EDB Kowloon Tong Education Services Centre, 19 Suffolk Road, Kowloon Tong, Kowloon, Hong Kong.

Contact (852) 3698 3900

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7. Prevention for Influenza In order to further prevent the spread of influenza, participants need to strengthen their personal hygiene practices. If you have fever, cough, sore throat and/or flu-like symptoms, please wear a mask and consult your doctor. If participants are diagnosed with influenza, he/she should avoid attending lessons or visiting the campus and Centres. They should also inform the Centres and schools about their situation as soon as possible.

8. Class Arrangement during Adverse Weather

When the Black Rainstorm Warning Signal or Tropical Storm Warning Signal No. 8 (or higher number) is hoisted, the following arrangements will apply:For classes not yet started

Status of Weather Warning Contingency measuresAM classesBlack Rainstorm Warning Signal or Tropical Storm Warning Signal No. 8 (or higher number) is hoisted at or after 6:00 am

All morning classes (before 1:30pm) will be cancelled

PM classesBlack Rainstorm Warning Signal or Tropical Storm Warning Signal No. 8 (or higher number) is hoisted between 6:01am-11am

All afternoon classes will be held as usual

Black Rainstorm Warning Signal or Tropical Storm Warning Signal No. 8 (or higher number) is hoisted at or after 11:00 am

All afternoon classes (1:30pm-5:30pm) will be cancelled

For classes already startedStatus of Weather Warning Contingency measures

When Typhoon Storm WarningSignal No. 8 or above is hoisted

All classes will be suspended immediately.

When a Black Rainstorm WarningSignal is hoisted

Unless the lecturer decide to cancel the class, all classes (except those held outdoors) will continue.

Note: According to the provisions of the Education Bureau, the curriculum team need to make arrangements for make-up classes for cancelled lessons. Make-up classes may continue to run in the curriculum, or in addition to weekday nights, Saturdays or school holidays. Substitute teachers may not be provided to schools in this case. Participants will be notified about the make-up class arrangement by lecturers and through e-mail.

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9. Change of Personal Particulars

The personal information of participants for registration use will be kept in the student profiles. Participants should notify the Department about their changes of information such as address or phone number. For participants who have completed or have dropped out from the course, their personal information will be kept in their student profile, and no changes will be made.

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Part IIIAppendices

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1. Programme Rules and Regulations

1.1 Course Duration1.1.1 The duration of each programme is shown as follows:

Basic Course : 30-hour ; Advanced Course : 102-hour ; Thematic Course : 90-hour / 120-hour.

1.1.2 Students must fulfill the requirement of the corresponding courses for graduation.

1.2 Period of Study1.2.1 The period of study has been listed in the course outline. To complete the course,

students need to complete requirement of assignment and attendance.

1.3 Assessment1.3.1 Assessment method

1.3.1.1 The purpose of academic assessment is to measure student learning outcomes and whether the course objectives are met. The guidelines for assessment should be clear.1.3.1.2 The assessment of course directly refer to the main objective of the course; other objectives may also be assessed. 1.3.1.3 Summative assessment of each course may be a combination of a variety of assessment methods, including written assignment, portfolios, making teaching materials, quizzes, exams and the performance of skills.1.3.1.4 The total amount of course summative assessment will follow the proportion of the credit and assessment method. 1.3.1.5 Participants will receive their result after the academic assessment; the time will be different according to individual units. 1.3.1.6 Details of the assessment method and the combination of the share proportion of each unit will be listed in each course outline. Lecturers will explain the details in the first to second lessons.

1.3.2 Courses Assessment and Grades

1.3.2.1 Grading System

Students’ performance in each course is expressed in terms of the following system:

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Course Grade

Interpretation Grade Point Equivalent

A+*AA-

Distinction 4.334.003.67

B+BB-

Good 3.333.002.67

C+C**

Satisfactory 2.332.00

F Fail 0.00

* Grade A+ is only given for outstanding performance in the course

** Grade C is the minimum level required for course progression

1.3.2.2 The rating method will follow the norm as a reference. The course coordinator will ensure that there will be some appropriate adjustment of results before submitting them to the examination committee or curriculum committee.

1.3.3 Assessment Result

1.3.3.1. The announced assessment results are tentative before they are approved by the examination committee. 1.3.3.2. Assignments marked A+ or Failed will be given to a second recognised marking member for independent assessment.

1.3.4 Late Submission of Assignment and Absence from Assessment Activities

1.3.4.1 Students shall follow deadlines for the submission of assignments and present themselves for tests, examinations and prescribed assessment activities at the appointed time.

1.3.4.2 Course lecturers may approve an application for late submission of assignments based on a valid cause provided by the student.

1.3.4.3 Approved applications shall be copied to the Programme Leader/Coordinator for information.

1.3.4.4 The grading of further assessment work so prescribed may be lowered, on a case-by-case basis, up to one full grade.

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1.3.4.5 The participant will be accorded a fail grade (Grade F) in the unattended component(s) of assessment for the course.

1.3.4.6 Participants who are unable to complete a class test/examination/other assessment task should apply to the Programme co-ordinator through the course lecturer for special consideration. The application must be accompanied by original copies of any relevant documentary evidence, including medical certificates in cases of illness or disability.

1.3.4.7 If the Programme co-ordinator is satisfied that a student's absence from or inability to complete a class test/examination/other assessment task has a valid cause, the participant will be permitted to complete further assessment work in a form to be determined by the course lecturer. The grading of further assessment work so prescribed may be lowered, on a case-by-case basis, up to one full grade.

1.3.4.8 If the Programme co-ordinator, after considering all available information, decides to reject a student's request for special consideration, the student will be accorded a fail grade (Grade F) in the unattended component(s) of assessment for the course.

1.3.5 Re-assessment

1.3.5.1 Participants who are allowed to retake the course must comply with the rules provided by the Examination Committee and finished re-assessment of the failed unit within a specified deadline. The highest grade for re-assessment will be “C+”.

1.3.5.2 Participants who fail in the re-assessment will be deemed unable to complete the course.

1.3.6 Academic Award

1.3.6.1 Participants must fulfill the following requirements in order to obtain the award:

(i) Achieve the minimum credit requirements, and comply with all other provisions of the curriculum; and

(ii) Average GPA of 2.0 or above

1.3.6.2 The general guidelines for award classifications based on participants' cumulative GPA are as follows:

Award classification Average GPADistinction 3.4 or aboveGood 2.70-3.39Pass 2.00-2.06

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1.3.6.3 As a member of the teaching profession, participants are expected to demonstrate a high standard and professional conduct so as to fulfill society expectations of their profession.

Students receiving a warning should adhere to improve themselves in order to meet the expectations that have been set out. If persistent misconduct is observed after the issuance of a warning, the case will be referred to the University's Student Disciplinary Committee for consideration, which may lead to the discontinuation of their studies.

1.3.6.4 In general, academic results will be sent to the e-Services Portal Account. The hard copy of assignments will be sent to the Department 3 months after the results have been released. For participants who are required to retrieve assignments, please contact relevant staff and return to the Tai Po campus.

1.4 Academic Honesty

1.4.1. The Significance of Academic Honesty

1.4.1.1 The objective of the teaching training programme is not only to further knowledge and academic excellence, but also to nurture teacher beings with high moral standards, who will be responsible citizens. One of the ways through which you can acquire these highly-valued qualities is by making sure that you keep to the following guidelines: Submit original work in all areas of your study including Field Experience; Present genuine (i.e., not falsified or fabricated) information and data; Properly acknowledge all uses of the work of others, which may include their

words, ideas, artistic products, inventions, lesson plans and research findings, etc.; and

Correctly apply the citation system accepted by the University (refer to Part 3) in referencing the works used.

1.4.2. Breaches of Academic Honesty

1.4.2.1 PlagiarismThis is not just confined to copying another's words, sentences and/or paragraphs, but also means borrowing another's idea, concept or argument without proper acknowledgment. It is a serious academic offence in the intellectual world as it stifles creativity and originality, whilst denying you the opportunity of learning from your work. There is zero tolerance for plagiarism at any level at the University as clearly spelt out in the Policy. Even if you just copy a phrase or sentence, or borrow an idea and/or concept without proper referencing, you have

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already committed plagiarism, an academic theft similar to stealing. You should avoid it at all costs.

1.4.2.2. Form of plagiarism

The most obvious form of plagiarism is direct copying without referencing. Modifying the way the author expresses his idea and passing this off as your own, that is, paraphrasing the author's idea, is another form of plagiarism though it is less explicit. Students, however, often fall prey to this form of plagiarism. Other forms may include borrowing the work of others by attaching one's name to it or the indirect borrowing of work from a secondary source cited in the original source without properly acknowledging both sources. The following example may help you to grasp the meaning more thoroughly:

“In Hong Kong, women are expected to live longer than men.”

(This fact has been widely known to Hong Kong people, so it is already common knowledge and there is no need to acknowledge the source.)

In Hong Kong, women outlive men. According to the statistics of the Centre for Health Protection in 2013, the average life expectancy of women is 86.7 years while that for men is only 81.1 years.

Centre for Health Protection's Major Health Indicators in 2013 and 2014. Retrieved 23 July, 2015, from (http://www.chp.gov.hk/en/data/4/10/27/110.html_

(When we give exact figures, unless you are the source provider, you have to acknowledge the source. If you don't do so, you commit plagiarism!)

1.4.2.3. Multiple Submissions

You are not allowed to submit one paper for two or more courses without prior approval from all the course teachers concerned. You are also prohibited from re-submitting any already assessed paper for another course, or using any part of the same without proper acknowledgement.

1.4.2.4. Fabrication / Falsification

You must not fabricate data for research or provide falsified information or facts.

1.4.3. How to avoid academic misconduct

i. Apply action mentioned in the above 2 paragraphs;

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ii. In referring to paragraph 3 of the above mentioned matters, you should

approach our staff if you have any doubts or inquiry; and

iii. To quote the part of an original assignment or as a basis for the current assignment, participants should have obtained permission from their lecturers.

1.4.4. Consequences of Academic Misconduct

i. Ignorance of the meaning or scope of academic misconduct is not an excuse

under any circumstances; and

ii. Any alleged cases of academic misconduct will be handled by the Head of

the academic department concerned who shall then establish an

investigation committee to conduct a thorough investigation if a prima facie

case for plagiarism exists. The Head of an academic department shall refer

the case to the Student Disciplinary Committee (SDC) via the Dean of

Faculty/Graduate School for further consideration. Any proven acts of

academic misconduct will be reported to the EDB, and a participant may

result in the imposition of penalties which may include but not limited to the

suspension of studies.

1.5 Copyright

Participants should aware the existence of copyright in literary, dramatic, musical and artistic works, sound recordings, films, television, broadcast and cable programmes. Works made available on the Internet environment also have copyright. Any unauthorised copying in any way of any materials or data constitutes an infringement of intellectual property rights.To avoid any infringements of intellectual property rights, you should observe the Copyright Ordinance of Hong Kong at these websites: (http://www.legislation.gov.hk/eng/index.htm) and library's website (http://www.lib.eduhk.hk) for the Use of Copyright Works in Education.

1.6 Student Discipline

Participants are expected to exhibit high standards of personal and professional behaviour whilst trying to maintain a satisfactory academic performance. The University places great emphasis on students' professional and personal development. Plagiarism,

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collusion, falsification of documents or records, impersonation, theft and any other offensive activities are strictly prohibited.

2. Contacting Staff2.1. Programme Coordinating Team

Programme Coordinator：Dr. Ho Fuk Chuen Office Location：B3-1/F-11

Contact Number：2948 7777 Fax：2948 7792

E-mail：[email protected]

Assistant Project Manager: Ms. Lam Pui Kwan, Karen

Office Location：B4-1F-18

Contact Number：2948 8893 Fax：2948 7792

E-mail：[email protected]

Programme Office:

Location：D1-1/F-06, 10 Lo Ping Road, Tai Po

Fax：2948 7792

Office Hour：Monday – Friday 9:00am – 1:00pm

2:00pm – 5:00pm

Saturdays, Sundays & Public Holidays: Closed

Department Website：www.eduhk.hk/sec

Programme Website：bat.eduhk.hk

Other Supporting Staff:

Course Staff Contact

Number

Email

Basic Course Miss Ko Sheung Wai, Sally 2948 8820 [email protected]

Advanced Course Miss Tse Yan Sin 2948 8691 [email protected]

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Thematic Course Mr. Wong Kei Pan, Ben 2948 7538 [email protected]

Thematic Course

(English)

(SE0020180006)

Mr. Wu Liang, Chuck 2948 8938 [email protected]

2.2. Academic and Teaching Staff

The following list is for reference only. Changes may be made according to the needs of individual courses. For a detailed list, please refer to the programme handbook of the individual course after it begins.

Name of Lecturers(In alphabetical order)

Position and Department Tel

2948-

[email protected]

Mr. Chim Ho Yeung,

Hastings

Lecturer I Department of Special Education and Counselling

6345 hhychim

Ms. Chow Wing Sze,

Emily

Lecturer IDepartment of Special Education and Counselling

8945 ewschow

Dr. Ho Fuk Chuen Adjunct Assistant Professor Department of Special Education and Counselling

7777 fcho

Prof. Hue Ming Tak Professor, Head of DepartmentDepartment of Special Education and Counselling

7551 mthue

Ms. Kan Pui Wai,

Yvonne

Lecturer IDepartment of Special Education and Counselling

8661 pwkan

Dr. Lam Sze Ching,

Cici

Senior Lecturer IIDepartment of Special Education and Counselling

7465 cicilam

Dr. Yuen Chi Pun,

Kevin

Associate Professor,Department of Special Education and Counselling

7603 cpyuen

NOTE: Guest Speakers in relevant fields will be invited to the courses whenever

necessary.

3. Citation System5.1 Writing a reference for a printed material:

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The following are common types of citing sources: Book

Chapter in a book

Article in a journal, newspaper/magazine

Report, academic paper or a published/unpublished thesis

Examples are given below. Note the ordering, punctuation marks (like comma, full stop

and colon) and the use of italics.

1. A book

2. A chapter in a book

3. An article in a journal

4. An article in a newspaper

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5. A report

6. A published dissertation

7. An unpublished thesis

8. An unpublished paper presented at a meeting

5.2 Writing a reference for an electronic resource

Basically, a reference for an online article includes the following components:

Authors (if available)

Title of document or description

Date of publication

DOI or URL

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1. Journal article with DOI

Include the digital object identifier (DOI) in the reference if one is assigned to the journal

article

2. Journal article without DOI

If no DOI is assigned to the journal article, include the home page URL for the journal in

the reference

3. Article in an Internet-only journal

4. Article in an Internet-only newsletter

5. Stand-alone document, no author identified, no date

6. Document available at university programme or department website

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7. Electronic copy of a journal article, more than seven authors

5.3 In-text Citations

If you wish to quote other people's works in your paper, you must list all these works in

your reference list at the end of your paper. The examples below give basic guidelines as

to how to make in-text citations so that the works can be easily found in your reference

list.

1. Paraphrase (Summarise others' ideas in your own words)You may put the author's name within the main body of the text. Here, the date of

publication immediately follows the authors and is placed in brackets.

You may also put the author's name outside the main body of the text by placing the

author's name and date of publication in brackets at the end of the main text.

Note how references that contain more than one piece of work are quoted:

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The above examples are extracted from:

Pang, I.-W. (2004). School-family-community partnership in Hong Kong -

Perspectives and challenges. Educational Research for Policy and Practice, 3, 109-125. doi:10.1007/s10671-004-5556-7

2. QuotationsNote the use of quotation marks and page numbers.

Short quotes (under 40 words)

Long quotes (over 40 words)

The above examples are extracted from: Lai, P.-S., & Byram, M. (2003). The politics of bilingualism: A reproduction analysis of the policy of

mother tongue education in Hong Kong after 1997. Compare: A Journal of Comparative Education, 33,

315-334. doi:10.1080/03057920302595

3. In-text citations of electronic materials Many electronic resources do not provide page numbers. If the paragraph numbers of an

electronic source are visible, use the abbreviation "para." preceding it.

If the paragraph or page numbers are not visible, cite the heading and the number of the

paragraph.

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The above examples are extracted from:Kennedy, K. J. (2003). Higher education governance as a key policy issue in the 21st century. Educational

Research for Policy and Practice, 2, 55-70.doi: 10.1023/ A: 1024468018883

4. An indirect sourceThe phrase "cited in" indicates that the reference to Lee's view was found in Hong Kong

Economic Times. Only Hong Kong Economic Times then appears in the reference list.

The above example is extracted from: Pang, I.-W. (2008). School-based management in Hong Kong: centralizing or decentralizing. Educational

Research for Policy and Practice, 7, 17-33. doi:10.1007/s10671-007-9041-y

5.4 How to organize a list of references

You can organise your references alphabetically by author and entries should have a hanging indent. When there are multiple publications by the same author, you should order them by date of publication, the earliest first.

Supplementary Notes

1. Use “et al.” (and the rest) to refer to situations when you need to cite a reference

with three to five authors that appear for the second time:

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First time:

Second time:

For reference with six or more authors, use “et al.” for the first and subsequent citations.

2. When citing sources of non-English languages, transliterate the author(s) and title in

alphabet and translate the title into English with brackets in the reference list.

References:

American Psychological Association. (n.d.). APA style. Available from

http://www.apastyle.org

American Psychological Association. (n.d.). APA style blog. Available from

http://blog.apastyle.org/

American Psychological Association. (2010). Publication manual of the American

Psychological Association (6th ed.). Washington, DC: Author.

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4. Marking Scheme

For reference onlyDistinction

A+, A, A-

A very impressive and excellent piece of work. Participant

demonstrates an understanding of the question/task which may be

beyond what is expected, but which is always relevant. A wide range

of relevant sources of literature and theories are used, well

understood and critically evaluated. The assignment is well-

structured and organised with a logical coherent line of reasoning and

consistent academic referencing and citing.

Good

B+, B, B-

A good and commendable piece of work. Participant demonstrates

sound understanding of the question/task. Presentation of points and

arguments generally relevant to the question/task. Good commentary

on evidence and materials used. A clear and relevant use of school-

based evidence that demonstrates some meaningful reflection with

clear structure and coherent line of reasoning. Generally accurate

style of writing and consistent referencing.

Satisfactor

y C+, C

Participant can understand main point of the question/task and most

points and arguments presented are relevant to the question/task.

Some evidence of critical awareness but arguments often superficial.

Some minor problems in coherence but do not impede

communication. Reasonable writing style with some inaccuracies but

not impeding meaning. Generally consistent referencing and some

control of length.

F

Fail

Overall, a very poor piece of work. Participant has inadequate, or

lack of, understanding of question/task. Purely descriptive account

with little or no analysis. Irrelevant comments and/or personal

assertions which are not supported by meaningful evidence. Lack of

any critical framework and unstructured writing

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5. Leave Application Form

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6. Map of Tai Po Campus

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7. Map of Tseung Kwan O Study Centre

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8. About the DepartmentsFACULTY OF EDUCATION AND HUMAN DEVELOPMENT

(http://www.eduhk.hk/fehd)

The Faculty of Education and Human Development is one of the three faculties at The Education University of Hong Kong. The FEHD stands at the forefront of research into Education and Psychology. FEHD launched three new Centres in 2015: The Centre for Excellence in Learning and Teaching (CELT), The Integrated Centre for Wellbeing (IWELL) and The Centre for Brain and Education (CBE). The new Centres facilitate interdisciplinary research and provide quality training services in education, speech-language pathology, guidance and counselling, neuroscience and language acquisition.

DEPARTMENT OF SPECIAL EDUCATION & COUNSELLING

(http://www.eduhk.hk/sec)

The Department of Special Education and Counselling is composed of innovative scholars and researchers with expertise in inclusive education, guidance and counselling, communication and speech disorders, as well as a number of other diverse specialisms. It offers high quality programmes in special and inclusive education, guidance and counselling, and communication and speech disorders which enable educators to support the academic and emotional needs of all learners. The expertise and professionals of the department are all in the provision of excellence in teaching, research, and scholarship. There are expertise on the areas of AD/HD and Emotional Behavioural Difficulties; Autism Spectrum Disorder; Developmental Disabilities; Intellectual Disabilities; Inclusive education and positive psychology in schools etc.

Centre for Special Educational Needs and Inclusive Education

(http://www.eduhk.hk/csenie)

The CSENIE is a self-funded center, its mission is to support schools, parents and teachers to develop inclusive schooling so that all children have an equal access to high quality education. The CSENIE is committed to:

PROMOTING the implementation of inclusive education, to ensure each child, including the gifted and talented, disabled and socially disadvantaged, has access to a quality and holistic schooling;

ENCOURAGING schools to provide equal educational opportunity for each pupil, and to base practice on meeting individual differences, and the development of every pupil's potential;

PROVIDING professional educational support and training for school personnel and teachers;

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STRENGTHENING the collaboration and cooperation between the Centre and schools, and among ordinary schools and special schools;

RAISING community awareness, support and concern for inclusive education through public and community education;

ESTABLISHING partnerships with parents to resource schools in the implementation of inclusive education;

PARTICIPATING actively in the development, implementation and evaluation of inclusive education related policies.

In recent years, in achieving the aims of advancing inclusion and catering for diversity, The CSENIS is proud of soliciting colleagues’ support, building up the resource centre, supporting school-based staff development, conducting research projects and producing publications. They also build up partnership with international scholars for the diversified professional development, academic exchange, research and international conferences. The community services cover Macau and many regions in Mainland China.

9. References

9.1 Assessment tools restricted for Psychologist only

The HK Test of Specific Learning Difficulties in Reading and Writing for Junior Secondary School Students (HKT-JS) (2007)

The test was mainly developed to diagnose secondary students who have learning difficulties. The test contain the literacy part (word reading, one-minute reading, word dictation, ten-minute writing, reading and comprehension). For the cognitive part, it contains digit rapid naming, phonological memory, orthographic knowledge, morphological awareness

The HK Test of Specific Learning Difficulties in Reading and Writing for Primary School Students (2000, 2007)

The test was mainly to diagnose primary students who have learning difficulties. There are two parts: 1) Literacy and 2) Cognitive. For literacy part, the test contain word reading, one-minute reading and word dictation. For cognitive part, the test contain digit rapid naming, phonological Awareness, phonological memory, orthographic knowledge, as well as visual perceptual skills.

9.2 Assessment tools for teachers

The Hong Kong Specific Learning Difficulties Behavior Checklist

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This behavioral checklist was published in 2000, aiming to help teachers to identify students who have learning difficulties. There are two parts in the measurements: 1) Literacy and 2) Cognitive. The aim of the Literacy part is to assess reading, writing and dictation skills. The cognitive part mainly assess students’ classroom behaviors, spatial ability, verbal ability, working memory, attention, sequential skills, motor skills, visual spatial ability and emotion adaptability.

This behavior checklist is application to students aged from 7-1 to 10 (Primary 2 to 4 students).The form is to be filled by different subject teachers of the students and to make sure the teachers know the students well.

The Hong Kong Specific Learning Difficulties Behavior Checklist, for Primary One to Primary Four Students

This behavior checklist was published in 2002, with added features to identify students from Primary One. The tool is applicable to students from 6 years old 1 month to 10 years old (i.e. Primary One to Four Students). The form is to be filled by teachers.

The Hong Kong Behavior Checklist of Specific Learning Difficulties in Reading and Writing for Primary School Students (Second Edition) Manual (BCL-P(II))

This behavioral checklist was published in 2010. It is the updated version for The Hong Kong Specific Learning Difficulties Behavior Checklist, for Primary One to Primary Four Students. There are two parts in the measurements: 1) Literacy and 2) Cognitive.

The aim of the Literacy part is to assess reading, writing and dictation skills. The cognitive part mainly assess students’ classroom behaviors, spatial ability, verbal ability, working memory, attention, sequential skills, motor skills, visual spatial ability and emotion adaptability.

This behavior checklist has fewer questions for teachers to fill in.

The Hong Kong Behaviour Checklist of Specific Learning Difficulties in Reading and Writing for Junior Secondary School Students (BCL-JS)

This behavior checklist was published in 2009. The aim for this checklist is to help school teachers to identify secondary students who are at-risk of learning difficulties.

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9.3 Teaching kits for students with Special Learning Difficulties

“Rebuilding our Word Planet” (R.O.W.) (2007)Website: http://row.proj.hkedcity.net/about/about_index.php

Providing Services to Candidates with Specific Learning DifficultiesWebsite: http://www.hkeaa.edu.hk/DocLibrary/Candidates/Special_Needs_Candidates/leaflet_SLD_eng_Aug2014.pdf

9.4 Teaching kits/ Resources of Whole School Approach for Inclusive Education

Operation Guide on Whole School Approach to Integrated EducationWebsite: http://www.edb.gov.hk/attachment/en/edu-system/special/support/wsa/ie%20guide_en.pdf

EDB Special Education official websiteWebsite: http://www.edb.gov.hk/en/edu-system/special/overview/factsheet/special-edu/index.html

Inclusive Education for All: A Dream or Reality?Website: http://www.edb.gov.hk/attachment/tc/edu-system/special/support/wsa/secondary/hk%20inclusion_%20june%202012_peter%20farrell.pdf

Embracing Social InclusionWebsite: h ttp://www.gov.hk/en/residents/housing/socialservices/youth/ SocialInclusion.htm

9.5 Others

Hudson, Diana. (2015). Specific Learning Difficulties--What Teachers Need to Know. Jessica Kingsley. 400 Market Street Suite 400, Philadelphia, PA 19106. Tel: 866-416-1078; Fax: 215-922-1474; e-mail: [email protected]; Web site: http://www.jkp.com.

American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). Arlington, VA: American Psychiatric Association.

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http://www.jkp.com/

mailto:[email protected]

http://row.proj.hkedcity.net/about/about_index.php

bat.eduhk.hkbat.eduhk.hk/sec_upload/userfiles/[2017-2018] bat progr… · web viewthe department...

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