Policies, resources, and support measures of implementing whole-school approach to integrated education – school-based version
本校以「全校參與」模式支援有特殊教育需要的學生，以提升學生的學習效能及協助他們融入校園生活。學生支援小組由特殊教育需要統籌主任作統籌，檢視學校整體融合教育的規劃及發展，成員包括輔導老師、社工及教育心理學家，共同制定支援政策。 為支援有特殊教育需要的學生，本校獲教育局增撥「學習支援津貼」作額外資源，為學生提供下列支援措施：
1. 轉介疑似有特殊教育需要的學生作個案評估及更新個案。
2. 為有特殊教育需要學生安排考試及評核特別安排，包括測考加時、放大試卷及以讀屏軟件協助考試的支援，並為他們申請公開試的特別考試安排。
3. 為學生提供個別或小組的治療/訓練，例如「言語訓練小組」、「社交訓練小組」、「執行功能小組」等。
4. 為特殊教育需要學生設計「個別學習計劃」，班主任、 科任老師、教育心理學家、社工及家長等人士共同擬定支援計劃、課程及教學調適，定時檢討及跟進進度。
5. 安排不同類型的功課輔導班讓同學為考試作準備。
6. 增聘教學助理，在課堂外支援有特殊教育需要的學生。
Our school adopts "Whole School Approach" to support students with special educational needs in order to enhance students' learning effectiveness and help them integrate into school life.
The Student Support Team is coordinated by the SENCO to examine the planning and development of the school's Integrated Education. Members include counselling teachers, social worker and Educational Psychologist to develop support policies. To support students with special educational needs, the School has been allocated “Learning Support Grant” as additional resource by the Education Bureau to provide the following support measures:
1. Refer students who are suspected of having special education needs to make case assessments and update cases.
2. Special examination and assessment arrangements for students with special educational needs, including provision of extra exam time, enlargement of test papers and support for examinations with screen-reading software, and applying special examination arrangements for students for their public examinations.
3. Find various kinds of service providers to offer students with individual or group treatments, such as “speaking skills training”, “social skills training”, “executive functioning training” and etc.
4. The Individual Education Plan is designed for students with special education needs. The class teacher, the subject teachers, the Education Psychologist, the social worker and the parents will jointly formulate the support plan, curriculum and teaching adjustment, regular review and follow-up progress.
5. Arrange for different kinds of remedial learning groups to prepare students for the exam.
6. Teaching assistants are employed to support students with special educational needs outside the classroom.
