Rhetoric, accountability, advocacy: Postschool transition of students with specific learning difficulties in Hong Kong

Rhetoric, accountability, advocacy: Postschool transition of students with specific learning difficulties in Hong Kong

• Poon McBrayer, Kim Fong Hong Kong Institute of Education

Australasian Journal of Special Education, 37(1), 4-18, 2013

Routledge

2013

• E Special Education
  • EH Education for Students with Learning Disabilities
• E Special Education
  • EG Inclusive Education
• R Educational Policy & Administration
  • RC Educational Planning & Decision Making Process, Educational Administration

Learning Disabilities Transition Services Policy Rhetoric School Accountability Advocacy

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

The international literature reflects the significance of transition services for postschool outcomes of students with disabilities. In 2008, the Hong Kong Government introduced a policy to support students with disabilities, especially those with specific learning difficulties (SLD), to transition to postschool life in inclusive settings. This article focuses on the status of policy implementation in Hong Kong and its link to the higher education participation of students with SLD. Analyses are based on expectations of policymakers for school practices in transition services, parental experiences, and a discussion forum involving postsecondary students with SLD, advocacy groups, and university student affair personnel. Findings reveal a lack of expectation for implementation and school accountability from policymakers, an extremely low participation rate of students with SLD in higher education, a slow development of support systems in higher education, and the significant role played by an advocacy group on moving the higher education support forward in the absence of a policy mandate. By focusing on the close relationship between transition services and postsecondary outcomes, the use of legislation for disability policies to ensure the provision of transition services and the role of self and external advocacy to lobby for such legislation are recommended and discussed.
[Copyright of Australasian Journal of Special Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1017/jse.2013.4]

• English

Journal Articles

• 10300112

• 10.1017/jse.2013.4

https://bibliography.lib.eduhk.hk/bibs/ba1babb7

2014-05-29