SEN Underfunded in Hong Kong

[Editor1]

Among the various findings from the "Study on Equal Learning Opportunities for Students with Disabilities under the Integrated Education System", three in particular deserve our attention. The study was commissioned by the Equal Opportunities Commission and conducted from September 2010 to November 2011, Two of these findings deserving attention are:

1. Some 20 percent of principals, teachers, and professionals surveyed disagree with the need to make changes to physical facilities and/or pedagogical approach to address the needs of students with Special Education Needs (SEN). About 20 percent to 43 percent of teachers were reluctant to accept students with intellectual disabilities, attention deficit and hyperactivity disorders, and autistic spectrum disorders in regular classes.

2. Fifty-seven percent of principals, 62 percent of teachers and 55 percent of the education professionals disagree that excluding students with SEN from regular classes was a discriminatory practice.

These findings may appear strange and puzzling. But once we see the third finding, the results are no longer difficult to explain. Here is the third finding:

3. Sixty-one percent of principals, 43 percent of the teachers, 49 percent of the education professionals and 37 percent of parents of students with SEN believe the schools receive insufficient government subsidies/resources in terms of funding, teachers' training, manpower allocation and professional support to implement integrated education.

When 61 percent of the principals surveyed say that resources are inadequate, it must be so, because they are in the best position to judge. That the resources for the effective implementation of integrated education are inadequate is further supported by the unwillingness of principals, teachers and professionals to devote resources to serve the needs of students with SEN.

The report also noted that the number of principals and teachers with special education training in schools implementing integrated education policy is rather low. Only 26 percent of the principals had attended special education training courses. 49 percent of the teachers have not received any training in inclusive education.

Only 1-2 percent of the principals and teachers possessed professional diploma or degree in special education. Inadequate training on the part of principals and teachers is just another aspect of inadequate resources to support integrated education.

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Special Education Needs in Hong Kong are not being met, at least not to the level the government had envisioned when they implemented Integrated Education.

Should special needs students be denied entry to standard classrooms? Should students who exhibit higher levels of intelligence be taught separately? Would everyone benefit more from being educated in the same setting at the same time?