To develop the standard of students’ behavior and to nurture their self-discipline and morality with a “Whole School Approach”
Scope of Support
-Training is provided to teaching staff which supports their use of appropriate strategies for effective handling of students’ problems.
-We communicate and collaborate with teaching staff to handle students’ behavior problems.
Features of Support
-School discipline measures are implemented. For instance, students’ uniform and grooming are checked regularly to support their development of healthy image.
-Students who have been punctual to school and have stable attendance rate are complimented in reward scheme to nurture their self-discipline and rule-abiding behavior.
-Students are trained to be leaders of the queue to enhance their leadership.
-To nurture students’ morality, self-discipline, ability to distinguish right from wrong and develop their right values
-To cultivate good conduct with optimism for students to develop a harmonious interpersonal relationship with mutual respect
-To support students in overcoming the difficulties in improving their behaviors and emotion so that they can better adapt to the school, family and community life
-To provide students with the opportunity to think through before making decisions to develop their problem-solving and decision-making skills for personal growth
-To recognize strengths and address weaknesses of students by reward scheme; to encourage good behavior in a positive way.
Scope of Support
-We maintain close contact and collaborate with teachers, professional staff and parents via grade meetings, counselling panel meetings, face-to-face discussion, case meetings and meetings with psychologists to improve students’ behavior and emotion.
-We organize out-of-syllabus courses including weekly assemblies, class management, class association activities, school-based activities to promote and implement moral education.
Features of Support
-Multi-disciplinary activities and daily application are arranged for students to nurture their self-discipline and positive values.
Non-Chinese speaking students teaching
1. Supporting Aims:
● Enhancing non-Chinese speaking students learning interest and ability
● Helping non-Chinese speaking students to adapt and integrate into local society
● Promoting non-Chinese speaking students’ understanding of Chinese culture ,also promoting their own culture in school, to enhance the understnding of different cultures, in order to achieve racial harmony
2. Scope of supporting:
Non-Chinese speaking students
3. Supporting features:
● In class supporting:
Our school will arrange teachers provide in class supporting for non-Chinese speaking students. Therefore, students can improve their Chinese language skills, and build up a basic foundation in Chinese language.
● Conducting pull-out programs:
Our non-Chinese student’s courses were designed for the non-Chinese speaking students, which considered their cultural background, interests, learning styles and abilities. Students are taught and grouped by different kid’s stage. Our school utilized diverse teaching strategies in order to enhance students’ learning motivation and participation in the class.
Besides indoor classroom activities, our school will also arranges a variety of life-wide learning activities for non-Chinese speaking students,learning through real life situations and develop better Chinese language skills. Students could apply what they have learned through participate in local cultural activities, such as: reading Chinese instructions and street signs, conversation training about ordering in restaurant, “Dim Sum” at restaurants, in order to enhance their learning motivation of Chinese language. Our school suggested that learning through playing could enhance students’ understanding of Chinese culture and support students to adapt and integrate into local society as soon as possible.
Task-based language learning
(Learning Chinese outside the classroom experiences)
● Conducting pull-out programs( individual):
Our non-Chinese students course would use diversified teaching methods such as task-based language learning, image-based literacy learning, or learning from song in order to carry out the remedial and enhancement scheme.
Remedial and enhancement scheme could take care the learning features of each student and focus on the needs of students to increase the ability of Chinese learning.
● Setting up non-Chinese students teaching room:
Setting up a non-Chinese classroom in order to establish a Chinese language environment. We will decorate the teaching room according to each learning theme, it can attract our student’s learning attention, and students can integrate language into the theme exploration activities. Our school emphasizes comfort and diverse environments for learning, a real-life context learning and providing diverse learning resources.
● School-based literacy teaching kit
Combining the theory of second language learning and the self-learning strategies to have a well development of school-based literacy teaching kit, teachers design school-based Chinese character teaching kit according to students’ characteristics, so as to improve the literacy ability of students. Moreover, “Different greetings of different cultures” teaching kit, so as to promote their own cultures.
● Extend learning, supporting from home
Our teachers conducted a “Chinese vocabulary book” for non-Chinese speaking students, allowing students to record the words they have learned in the class so that students can continue to practice Chinese at home and improve their vocabulary and reading skills.
● Paired reading program
Chinese speaking students and non-Chinese speaking students will read Chinese book together, they will choose books based on their own interests and abilities, they will read aloud to each other.
● Participate in the Education Bureau’s study of non-Chinese speaking student’s learning
Participate in School-based Professional Support (SBPS) Programs and apply Chinese Language Curriculum Second Language Adapted Learning Framework. Our school will develop school-based curriculum and teaching materials through participate in Education Bureau’s meetings, seminars and lesson observations. Lesson observations by the Education Bureau’s learning circle and attend the sharing session conducted by Education Bureau
● Baseline assessment:
In order to understand students’ performance on vocabulary and reading, our school will apply Chinese Language Assessment Tool (for non-Chinese Speaking Students) to conduct pre-test and post-test for students.
● Progressive assessment:
To understand the non-Chinese speaking students’ use of Chinese language by observing their class performance and assessment results.
● Summative assessment:
A comprehensive summative study and application assessment will be conducted at the end of each semester, in order to summarize the whole academic year overall performance of non-Chinese speaking students, and results will be recorded in the transcripts.
Our team strives to support students in developing basic capabilities and work attitudes via diversified activities including workshops, site visits, workplace exploration, senior secondary experiential learning courses, group counselling, etc. Based on the individual needs and abilities of students, we develop students’ potential and prepare them for further education and employment after graduation.
Scope of Support
Features of Support
In-School Placement Scheme
Different placement opportunities in school are provided for senior secondary students. We aim at nurturing students’ basic capabilities and work attitudes through on-going placement opportunities.
HCTM Job Board
Teaching staff are invited to post recruitment ads with simulated scenario for students to apply for job by themselves. Rewards are provided to students upon completion of work to enhance their work attitude and motivation.
Visit of Different Transition Organizations
Visits and experience programs are arranged regularly for students to understand the services provided by different vocational training centres, sheltered workshops and day activity centres. This helps parents and students understand the options for future education and employment.
Career Interest Development
External organizations are invited to host different workshops for senior secondary students to experience different types of work and broaden their future career path.
On-site training is provided to senior secondary students by different merchants in the community and programs hosted by external organizations. It extends students’ learning in the curriculum of career planning and helps them develop the right work attitudes.
Job opportunities are provided by different organizations which allow students to get into job market and try to work independently.
Parent Education: Home Training Workshop for Primary Students
In home training workshops, experienced social workers are invited to share with parents how to teach life skills to young children. Parents can understand the difficulties children may face in each training item and acquire corresponding training skills.
Home Training for Secondary Students
Our school hires outsourced trainers to do home training at students’ home when needed to support parents in training their children to live independently and improve their communication. In this way, parents can acquire the training skills more effectively.
Our school provides need-based individual or group vocational support to students by interprofessional collaboration.
Our school nurses host talks about practice of rest and work. They also arrange workplace stress management groups for students. Our speech therapists organize workplace communication workshops and develop relevant training resources:
Occupational therapists provide workshops about occupational safety and how to relieve fatigue resulted from work:
Participating in Hong Chi Career Planning Program
Our school has participated in a 3-year career planning program organized by Hong Chi Association. We collaborate with external organizations to organize workshops about generic skills and career interests courses related to the curriculum. We also provide opportunities of community service and on-site training.
Counselling and Assessment
We have regular review with students, teaching staff, parents, organizations and employers about students’ performance in placement, training and work trial. Evaluation and follow up are done accordingly. We also provide individual and group counselling to students and parents to enhance their awareness of students’ career development.
-To understand students’ learning needs thoroughly by consolidating the comments and expectations from teaching staff, parents and other professionals;
-To devise a comprehensive and integrated teaching plan by holistic review of each student’s needs from six dimensions: academic, sports, social, ethics, life skills and career;
-To adopt diversified teaching strategy based on individual learning needs, e.g. individual tutoring, group learning, class-based learning.
Scope of Support
-We implement individual education planning in the whole school and devise individualized learning plans for each student.
Features of Support
We assess ASD students in the early period of enrollment to fully understand their abilities and needs, and come up with the suitable learning targets;
Interdisciplinary meetings are hosted for teachers to decide individual learning targets based on each student’s learning and personal growth needs;
●Class teaching is conducted in individual and group setting. By using teaching strategies of visualization, social stories and theory of mind, we aim to support students in understanding complex instructions and social situations with visual aids, and enhance their social skills.
Individual class: Specialized training is provided based on individual learning targets
2 Types of group learning schemes: Social skills and social adaptation
-Social Skills Group is arranged to enhance students’ social skills and abilities to get along with others.
-Social Adaptation Group makes use of public facilities to train up students’ social etiquette in public areas and community adaptation.
●Interprofessional Collaboration: To facilitate whole-person development, teachers collaborate with occupational and speech therapists to understand students’ needs in cognitive and communication skill development, and make corresponding adjustment in individualized education plans.
To develop students’ healthy lifestyle by supporting them in the application of basic physical and mental health knowledge.
Scope of Support:
Our team promotes different aspects of health education including physical health, diet and weight management, mental health and sex education through whole school, group and individual counselling approach.
●Physical Health Education: Activities including “Daily Exercise” and “Star Runner” are arranged during morning assemblies, recess and PE lessons to make exercise a daily habit for students.
●Diet and Weight Management: Activities like “Health Pioneer Scheme”, “Regulation of Lunch Diet” and “Drinking Water Everyday” are organized to enhance students’ physical health.
●Mental Health Education: Both specific and generic education strategies are adopted. Specific education includes attention training courses for primary students and workplace psychology courses for high school students who are about to graduate. Generic education includes the scheme of Healing with Art.
●Sexuality Education: Integrative sexuality education is provided for the whole school which includes sexuality education classes, group and individual support outside classroom, talks and training provided by external organizations. It is to enhance students’ awareness of “sex” and self-protection, and improve their interpersonal skills.
Features of Support
The development of healthy lifestyle starts with daily practice. We make use of methods such as “learning through experiences and games”, “real life application” and “learning in the environment” for students to apply what they learn in daily lives and develop good habits gradually to live out a healthy life.
The speech therapy team focuses on supporting intellectually impaired students with communication disorders in developing the most suitable mode of communication and their daily communication. Our school has 3 speech therapists who work closely with our teaching staff and parents to follow through the training for students.
Scope of Service:
●The language, expression and comprehension proficiency of each student is assessed.
2. Classroom support：
●Individual or group training in phonetics, articulation, oral motor and social training are provided for students with communication disorders.
●Parents are engaged in the training process. Communication with parents is done through face-to-face meeting, home visit, telephone conversation and speech therapy homework. Professional advice on training and communication skills is provided to the family members of students.
3. Interprofessional collaboration
●There is collaboration with Individualized Education Plan team. Social adaptation training group is arranged.
●Collaborating with Career Planning team, we conduct interview training, interview talk and workplace communication training. Teaching materials for workplace communication are produced.
●The team also co-facilitated lessons with Language, English, General Studies and Library teachers in the past to enhance students’ communication interest, proficiency in comprehension and expression and oral motor awareness. This year, the team mainly collaborates with English teachers to produce English phonetics and reading programs.
●Professional advice is provided to other teaching staff.
4. Professional development:
●We participate in the Hong Chi School Speech Therapists Group. Professional meetings are organized and communication training tools are produced for professional knowledge exchange and public education.
●Training Workshops are organized for parents and teaching staff regularly to enhance their skills in carrying out language training.
Features of Support:
The occupational therapy service in our school is student-oriented. With interprofessional collaboration, flexible service models are devised according to evidence-based methodologies. We provide individual, group, class and whole school occupational therapy services based on students’ needs.
We believe the focus of therapists’ work is not only on individual training but collaboration with the teaching team. Integrating therapy and education, we facilitate the participation of all students and enhance the overall competitive advantage of the school. We also work closely with parents to support students’ holistic personal growth.
Scope of Support:
Occupational therapy is about enhancing students’ ability to live independently and improving their performance in learning, personal growth and work.
Features of Support:
There are 3 layers of occupational therapy service. Most people are more familiar with the frequent customized intervention on one-on-one basis. Besides, we co-teach with teachers in specific classes. We also study the teaching strategies of Chinese writing, self-grooming and workplace practice with teachers. Furthermore, occupational therapists launch preventive and development plans catering to the needs of the whole school, such as “Good Posture Scheme” and “Resources for Sensory Integration Environment”.
Sensory Integration Activities:
There are multi-sensory integration room and outdoor sensory integration training centre in our school to provide training for students with sensory integration needs.
Good Posture Scheme:
The objective of the scheme is to improve the standing, sitting and working posture of students. The scheme is funded by Quality Education Fund and is fully launched in Year 2020-2021. It includes high intensity interval training designed by occupational therapists and P. E. teachers. Every exercise in the training is designed to relieve the tension of muscle and tendon, strengthen the muscle and enhance the balanced development of bone and soft tissues of students. We would also procure a stretching machine for group and individual follow-up.
With reference to various Chinese and English writing courses, occupational therapists teach spatial concept of Chinese words to students during class co-facilitation. Experiential activities are arranged for students to master abstract ideas. There are supplementary writing exercises about word components and stroke order, and worksheets to assess students’ learning progress. Moreover, there are tiered worksheets for students to consolidate their learning at home.
●To enhance their abilities to handle problems and nurture their optimistic and proactive attitude;
●To support their development of good interpersonal relationship and positive self-image;
●To develop a spirit of self-discipline and self-respect; to nurture their ability to live independently and get prepared for the society.
●To foster a positive partnership between parents and the school; to support the positive development of students in a quality family and learning environment;
●To provide parenting consultation and counselling and ensure families in need receive appropriate support. They would be referred to appropriate departments or service providers for follow-up when needed;
●To provide guidance for parenting skills and facilitate a good relationship between parents and children;
●To gather parents to learn together and support each other in facing the joy and challenge as the caregivers of the family and children.
For the Community
●To provide opportunities for students to engage in the community and establish a positive image of people with intellectual disabilities;
●To enhance the understanding of intellectually disabilities in the community and promote social inclusion.
Scope of Support:
●New Student Arrangement
Home visit is arranged for new students. We also arrange new students and parents to tour round the school and familiarize with the school environment to support their adaptation to school life.
●Individual Student Counselling
Individual counselling is provided to students to enhance their self-understanding, emotion management, social skills and ability in getting along with peers and parents. We liaise and cooperate with other professionals in school or other organizations to provide holistic counselling service to students.
●Launch Student Counselling Groups and Activities
Different types of support groups and activities are launched based on students’ needs and interests, e.g. sexuality education group, peer and emotion management, self-grooming skill enhancement.
We collaborate with different professionals in the school to organize and implement various activities and services to promote students’ whole person development.
●Support for Graduate-to-be
We support students and parents in understanding the situations of employment and future development after graduation to make informed choices. We try to get them prepared for leaving the school, enhance their confidence and adaptability when facing the new environment.
●Switching School and Referral Service
Consultation and referral service are provided for students who have to switch school because of moving or any other reasons.
Our school cares about the future development of students after graduation. Alumni association is founded to organize different alumni activities regularly for social workers to know the latest situation of our alumni, show support and encouragement, and provide counselling or referral services when needed.
●Parent Consultation and Counselling
Our school social workers keep a close contact with parents to follow up students’ performance at home and in school. Regular home visits are arranged to assess the holistic needs of students and follow-up.
We support parents in understanding their role and focus of parenting at each stage of their children development to enhance their parenting skills and confidence.
Our school emphasizes parents’ participation in school matters. We conduct a wide range of activities for parents to improve the mutual support, cooperation and communication between parents and teaching staff, and amongst parents.
●Application of Subsidies
Based on the needs of parents and students, we assist parents to apply for different subsidies to relieve their economic pressure, e.g. The School Textbook Assistance Scheme, The Student Travel Subsidy Scheme, Hong Chi Lunch and Travel Subsidy, etc. We also refer families in need to available resources in the community or arrange funding application and referral services, e.g. scholarship of Apple Daily Charitable Foundation, food banks, etc.
We work on community education for the community to have a better understanding of the strengths and potential of people with intellectual disabilities in an attempt to achieve social inclusion.
In order to enhance students’ social skills, we arrange our students to co-organize activities with different schools frequently for them to accumulate life experiences and engage in the society.
Students are encouraged to do volunteer work in school and outside school to enhance their self-efficacy.
Features of Support
The social worker team strives to provide appropriate “holistic counselling service for students”. Upholding the principle of being “people oriented and student-centric”, we strive to cater to the uniqueness and growth needs of students throughout the 12 important years of their growth from Primary 1 to Secondary 6. We communicate and cooperate with different parties within and outside the school. Taking both preventive and developmental approach, we provide counselling service to support the positive development of our students.
There are two registered nurses stationed in our school to provide professional nursing service for students’ physical and mental healthcare.
●To provide professional nursing service
●To provide professional medical advice
●To implement health education and promote healthy lifestyle
Scope of Service (Physical Healthcare)
1 .Coordination of students’ medical issues
●Investigate and record the health data of all students in the school
●School Dental Care Service
●Student Health Service
2.Regular nursing service
●Physical healthcare for students such as wound care after injury, temperature check, blood pressure measurement, weight measurement, etc.
●Take care of students who need to take medication in school
3. Organize and promote health talks and training
4. Monitor the hygiene in school
5. Monitor the quality of students’ lunch to ensure students have a healthy diet in school
Scope of Service (Mental Healthcare)
1. Case-based service
●Provide support for emotional behavior
●Provide counselling service on case basis
●Manage and follow up the medication plan and follow-up appointment of the case
●Observe, analyse and record the mental state and emotional behavior
●Provide psychiatric specialty medical advice
2. Specific service
Provide group service for specific groups of students and students in need, including:
●Attention training group for primary students
●Workplace psychology training group for secondary students
3. Generic service
Provide mental health education and promote relevant concept to all students, including:
●Publication of mental health education materials
●Art therapy group
●Class co-facilitation of relevant subjects
●To develop the potential of different students and to nurture their lifelong interest by the complete of launch the “Sports/Arts for Life Scheme” (一生一體藝).
●To reinforce the support to the learning diversity through integrative arrangement of activities.
●To nurture teamwork and collaboration spirit for students to serve the society and enlighten their leisure time.
●To provide opportunities for students to showcase their capabilities and gain recognition through diversified activities, performance and competitions, and to enhance their self-image
We develop students’ talent in sports & arts, grow their potential and build up a lifelong interest.
There are diversified extracurricular activities to nurture their potential and interest in multi-dimension which enable a balanced whole-person-development.
Morning Assemblies and Recess Training
Students’ potential is further developed and their capabilities are recognized.