“Whole School Participation” Mode

Whole School Participation, Early Identification, Early Support, Home-School Collaboration

The school places great importance on every student’s learning. We implement the “Whole School Participation” mode of integrated education. Under an inclusive environment where all teachers and students recognise and embrace diversity, we coordinate policies, culture and measures to provide students in need with curriculum adaptation, homework adaptation and assessment adaptation. For students with special educational needs, we offer peer tutoring (Little Teacher Programme and Big Brother & Big Sister Programme) and after-school learning group support services to effectively cater for learner diversity.

“Whole School Participation” Mode: Support for Integrated Education Policy

• Curriculum Adaptation: Teaching Chinese in Putonghua, Chinese Language groups, tiered assignments
• Teaching Adaptation: Diversified teaching strategies, collaborative lesson planning
• Cross-professional Team Support: On-site educational psychologist services, speech therapy services, SEN Support Team (support teachers and teaching assistants), outsourced after-school learning groups (Chinese reading and writing groups, English phonics classes, attention training groups and social skills training groups), AIM Project and Joyful Reading and Movement Programme
• In-school Teacher Professional Development and Training: Relevant training and further studies are provided every year, including the Education Bureau’s Foundation and Advanced Courses in Special Education. In addition, staff from partner organisations (social workers, speech therapists and educational psychologists) are invited to share their experience.

Three-tier Support Model

Tier 1

1. Inquiry-based Learning

• Using interesting themes that align with the inquiry abilities and output formats of each level, students engage in theme-based inquiry learning.
• Learning activities are closely related to daily life experiences. The curriculum adopts the CRT inquiry design model — C (Context), R (Role) and T (Task) — allowing students to conduct purposeful inquiry, thereby broadening their horizons and enhancing learning.
• Inquiry learning activities are student-centred. Teachers promote active student participation and better cater for learner diversity through strategies such as heterogeneous grouping within the same level, designing multi-sensory learning activities, and arranging group cooperative learning.

2. Emotional and Social Development

• Inclusive Activities: Enable students to understand that differences exist among people, learn to accept, tolerate and respect each other’s differences, and master interpersonal skills

 Post-examination Inclusive Activity: “Positive Life” Life Education Sharing Session – Understanding Persons with Disabilities, Guest Sharing of Life Journeys, and Guide Dog Experience Activity

Tier 2

1. Outsourced After-school SEN Support Groups (Chinese Reading and Writing Group, English Phonics Class, Attention Training Group, and Social and Emotional Training Group) and After-school Remedial Classes in Chinese, English and Mathematics (taught by school teachers)

• The school selects students based on their academic performance, learning progress and classroom behaviour. After-school remedial classes are provided for students who require learning support to help them consolidate basic subject knowledge.

Tier 3

1. Individualised Education Programme (IEP)

• After consultation with the educational psychologist, an Individualised Education Programme (IEP) is formulated for students in need. The Student Support Team and subject teachers regularly review students’ learning progress, meet with parents to explain the progress, and evaluate the effectiveness of the programme.

2. Educational Support for Non-Chinese Speaking (NCS) Students

• Our school provides additional support for admitted non-Chinese speaking students to help them learn Chinese. Withdrawal Chinese learning groups are arranged for NCS students. The teaching team also participates in various lesson study programmes to optimise classroom teaching. In addition, the school arranges NCS students to join diversified after-school groups and organises cultural inclusion activities, enabling students to integrate into school and community life.

3. Early Identification and Early Support

• Primary 1 Early Identification Programme: Identify students in need and provide support before they receive assessment by the educational psychologist.
• Support Measures: Primary 1 after-school classes (consolidation of Chinese and English), Primary 1 English remedial class, Little Teacher Programme, and homework adaptation for some subjects.

4. Home-School Collaboration

• Regular communication with parents to help them understand school policies and support their children at home. This includes telephone contact, issuing circulars and questionnaires, distributing Student Support Summaries, and arranging meetings with the educational psychologist, class teacher, subject teachers, and Special Educational Needs Coordinator during student case meetings or Individualised Education Programme meetings.
• Organising relevant parent seminars and workshops (including school-based and Education Bureau seminars) to help parents understand their children’s needs and support strategies.

Parent Day Seminar: How to Enhance Students’ Reading and Writing Abilities and Social Skills

5. Other Measures

• Electronic Reward Programme: Based on students’ performance in class and after-school groups, students can earn points which can be redeemed for small gifts. This positively encourages and recognises students’ efforts.

Personnel Implementing the “Whole School Participation” Mode