Direct Investigationon Assessment of Children with Specific Learning DifficultiesBackgroundWord格式.docx
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Direct Investigationon Assessment of Children with Specific Learning DifficultiesBackgroundWord格式.docx
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(e)actionbyGovernmenttoenhancepublicawarenessofSpLD,particularlyamongparentsandteachers.
3.InadditiontostudyingdocumentsprovidedbyEMBandDH,wealsointerviewedparentsandpersonnelofprimaryschoolsandNGOs.
WhatisSpLD?
4.EMBandDHdefineSpLDsimilarly.Characteristically,despitenormalintelligenceandeducationopportunities,childrenwithSpLDhaveproblemswithoneormoreofthebasicprocessesusedinunderstandingorusingspokenorwrittenlanguage,suchas:
●
Listening
Speaking
Reading
Writing
Reasoning
Mathematicalcalculations
5.SomedifferenttypesofSpLDarelistedintheAnnexA1,withafewreallifeexamplesfromourcasestudies.
AssessmentServices:
fromBirthtoPrimarySchool
DepartmentofHealth
6.FamilyHealthServiceconductsroutineinterviewsforallchildrenfrombirthtotheageoffive.AnychildsuspectedofhavingdevelopmentalorlearningproblemsisreferredtotheChildAssessmentService(“CAS”)forfurtherevaluation.
7.ChildAssessmentServiceprovidesmultidisciplinaryservicesforassessingchildrenuptoage12withdevelopmentalproblems.Uponreferralfromregistereddoctorsorpsychologists,anursewillconductapreliminaryinterview.Ateamconferencethendecidesonthekindofassessmenttobegiven.CASgivesparents,atthefirstappointment,apamphlet“RainbowBook”toexplainthegeneralassessmentprocess;
andoncompletionofassessment,asummaryassessmentreport.
8.StudentHealthServiceprovidesfreeannualhealthassessmentinStudentHealthServiceCentresforallprimaryandsecondaryschoolstudentsjoiningtheService.ForsuspectedcasesofSpLD,furtherpsychosocialhealthandpsychologicalassessmentsareconductedinSpecialAssessmentCentres.
EducationandManpowerBureau
9.SchoolsandteachershaveanimportantroleinidentifyingstudentswithSpLD.EMBhasdevelopedanObservationChecklistsforTeachers(“OCT”).ThishasbeeninusesinceSeptember2004forprimaryonestudents.Identificationandinterventionareconductedbyaprocessof“AssessmentthroughTeaching”insevenstages,somewithdesignatedtimeframesasoutlinedinparagraphs10-11.
10.Everyyear,inSeptember,teachersobservestudents’performance.BetweenDecemberandJanuary,teacherscompletetheOCT.Aftermid-January,aspecialteamintheschoolanalysesresultoftheOCTandidentifiesstudentswithlearningdifficulties:
(a)Forthoseassessedtohavemildlearningdifficulties,theschoolwillprovidesupport,includingadaptationofteachingstrategiesandcurriculum.Studentswhocontinuetoshowseverelearningdifficulties,despiteinterventionforoneterm,willbereferredtoeducationalpsychologistsforassessment.
(b)Thoseassessedtohavemarkedlearningdifficultiesarereferredtoeducationalpsychologistsforfurtherassessment.
(c)ThoseassessedtohaveSpLDwillreceiveadditionalfundingandprofessionalsupportfortheirspecialneedsandhavetheirresponsesreviewedregularly.
11.TeachersalsoassessotherstudentswhohavenotbeencoveredbytheOCTexercisebutsuspectedtohaveSpLD.
OurObservationsandOpinions
StatisticsofSpLD
12.StatisticsfrombothEMBandDHshowarisingtrendofcasesforchildrenassessedtohaveSpLD:
EMBstatisticsonprimaryonestudentsofmainstreampublicsectorschoolsidentifiedwithlearningdifficultiesintheOCTexercisesconductedinschoolyears2004/05and2005/06:
Totalcoveredby
OCTexercise
Numbersubject
to
completion
of
OCT
(A)
(B)
(C)
SpLDamongthose
with
markedlearningdifficulties
Numberwith
no
learning
difficulties
mild
marked
2004/05
54,123
11,551
7,672
2,068
1,811
297
2005/06
50,362
11,081
6,277
2,493
2,311
497
NumberofstudentsinallmainstreampublicsectorschoolsnewlyassessedtohaveSpLDfrom2002/03to2005/06(withbreakdownforprimaryone):
2002/03
2003/04
AllPrimaryLevels
(a)
Studentpopulation
436,023
423,235
402,652
381,428
(b)
NumberofstudentsnewlyassessedtohaveSpLD
980
922
1,065
1,658
(c)
(b)÷
(a)×
100%
0.22%
0.26%
0.43%
OnlyPrimaryOne
(d)
63,774
60,497
(e)
NumberofstudentsnewlyassessedtohaveSpLD
149
215
(f)
(e)÷
(d)×
0.23%
0.36%
0.55%
0.99%
DHstatisticsonnumberofcasesforchildrenassessedtohaveSpLDfrom2003to2006:
Year
Children
assessedtohaveSpLD
Total
StudentHealthService
CAS
2003
106
602
708
2004
98
616
714
2005
730
836
2006
152
976
1,128
462
2,924
3,386
13.Accordingtosomeresearch,thepercentageofschoolpopulationwithdyslexia(whichaccountsforover80%ofSpLDcases)insomecountries,areasfollows:
Italy
1.3to5%
Singapore
3.3%
Japan
6%
UK
USA
8.5%
TheavailablefiguresmaynotrepresenttherealprevalencerateofSpLDinHongKong.TherearestudiesonSpLDinHongKong,withsomeworkonprevalencerate.WeconsiderthatEMBshould,inconsultationwithDH,liaisewithexpertsandstakeholdersinthisfieldtocometomorerealisticandaccuratedataforoverallplanningandprovisionofassessmentandsupportservicesforchildrenwithSpLD,theirparentsandschools.
ParentalAwareness
14.ItismostimportantthatparentsareawareandhavesomeunderstandingofSpLD,especiallywhenitisalatentdisorderandcomplicatedbyotherdisabilities.ParentalawarenesswillfacilitateearlydetectionofSpLD.Thisisparticularlyimportantforpreschoolchildrenandthosewhosomehow“slipthrough”theOCTexercise(e.g.iftheyjointheHongKongschoolsystemafterprimaryone).Parentscanbealertedtohelptheirchildreninsteadofcriticising(andworse,punishing)themfor“misbehaviour”.Thelongerthedelayinidentification,themoreseriouswillbethechildren’slearningdifficulty.Correspondinglytheymayneedmoretimefor,anddifferenttypesof,remedialservices.
15.Parentsneedtoknowwheretoseekhelp.AsSpLDmayvaryinseriousnessandco-existwithotherdisabilities,assessmentmayhavetobebydifferentspecialistsandremedywithdifferentservices.
16.Fromourcasestudies,submissionsfromthepublicandourinterviewwithaserviceinstitute,wefindthatparentsingenerallackawarenessofSpLDandknowledgeabouttheassessmentservicesavailable.
EMBAssessmentService
EducationalPsychologyService
17.EMBprovidesitsEducationalPsychologyService(“EPS”)eitherthroughitsownstafforsince2002/03byoutsourcedmembers.Intheschoolyear2005/06,oneeducationalpsychologistonaverageserved30schoolsandhadacaseloadof218cases.Meanwhile,theaverageoutsourcededucationalpsychologisttoschoolratioisoneinsixwithanaverageof106caseseach.EMBmonitorstheperformanceofoutsourcedEPSthroughperiodicprogressreportsandstatisticsontheirservicesrenderedtoschoolsandstudents.EMBalsoconductsregularco-ordinationmeetingswithoutsourcededucationalpsychologistsandrandominspectionsofschoolsservedbythemtoensureconsistencyinprofessionalpractice.
18.ThenumberofeducationalpsychologistsinEPShasdecreased:
Schoolyear
Number
30
27
28
2006/07
Thereisanimbalanceofworkloadintermsofnumberofschoolsandtheaveragecaseloadtheycarrywhencomparedwithanoutsourcededucationalpsychologist.
PerformancePledge
19.EMBexplainsthat“AssessmentthroughTeaching”isacontinuousprocess.Itis,therefore,difficulttodetermineatimeframeforthewholeprocess.However,astherearealreadyspecifictimeframesinsomestages(para.10),weseenoreasonfornotsettingtargettimeframesfortheremainingstages.
20.Forspecialistassessment,thereisnopledgeforcommencementandcompletionoftheassessmentbytheeducationalpsychologistafterreferralbyaschool.Wealsoseenoreasonfornotsettingthepledge.
AssessmentReports
21.EMBprovidesparentswitheitheranassessmentreportorasummaryonrequest,atafeeforphotocopyingasthereportismeanttofacilitatecommunicationbetweentheeducationalpsychologistandtheschoolprovidingappropriateeducationalsupporttostudentswithSpLD.Parents’un
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