Background Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that being stigmatized by the frontline educators. However, research targeting on the preservice teachers is scarce. Guided by the common sense model, a psychoeducation training about ASD was developed to understand pre-service teachers' attitude and to address the myths with comprehensive information.Methods A total of 233 undergraduate students studying educational programs completed a pre-test questionnaire, psychoeducation training, and a post-test regarding ASD. Among them, 216 participants completed a one-month follow-up measure. The hypotheses were tested using bivariate correlations and repeated measure t-test.Results The results of the bivariate correlations between the perceived chronicity and consequence of the course of ASD were positively associated with stigma and preferred social distance. By using the paired-sample t-test, the results suggested that participation in psychoeducation training could help to increase pre-service teachers' knowledge and reduce their stigmatizing attitudes towards individuals with ASD. A shorter preferred social distance and more acceptance level were significantly associated with improved knowledge at the post-test. The results of improved knowledge and decreased stigma were also observed one month after the psychoeducation training.Conclusion Theoretically, the present study indicates that the common sense model contributed to a deeper understanding of the attribute of the negative attitudes towards people with ASD. Practically, the effectiveness of the psychoeducation training on improving knowledge might provide some insights for the future development of knowledge-based interventions that mitigating the stigma associated with ASD. The findings could also guide the design of the teacher-training programs on special education to better prepare the pre-service teachers on their teaching professions. All rights reserved.

Teachers' self-efficacy is a critical predictor for successful inclusive physical education. However, little is known about preservice physical educators' self-efficacy toward teaching students with autism spectrum disorders in China. A sound instrument is necessary to measure their self-efficacy level. This validation study examined the psychometric properties of the Chinese version of the Physical Educators' Self-Efficacy Toward Including Students with Disabilities--Autism. A multisection survey form was administered to preservice physical educators in Mainland China (n = 205) and Hong Kong (n = 227). The results of confirmatory factor analysis confirmed the one-factor model of the scale in the total sample and each of the two samples. Invariance tests across the two samples supported configural and metric invariance but not scalar invariance. The scale scores showed good internal reliability and were correlated with theoretically relevant constructs (i.e., burnout and life satisfaction) in the total sample and subsamples. These findings generally support the utility of the scale for use among Chinese preservice physical educators.
[Copyright of Adapted Physical Activity Quarterly is the property of Human Kinetics, Inc..]

In the previous literature on gifted education in Hong Kong, there has been little mention of special schools for gifted and/or talented students in Hong Kong except for GT College, Hong Kong's first college for the gifted. Some notable researchers in gifted education in Hong Kong have described the college briefly with regard to its admission policy but have not discussed its programmes. The present article aims to provide a more extended introduction about how GT College successfully nurtures its gifted and/or talented students to become future leaders in Hong Kong. The present article comprises a systematic overview of the historical developments of gifted education in Hong Kong. This is followed by a historical review of GT College. Then, GT College's learning and teaching philosophy is addressed followed by its innovative curriculum for gifted and/or talented students--Talent Development Programmes and Youth Development Programmes.
[Copyright of Gifted Education International is the property of Sage Publications Ltd..]

Students with special educational needs (SEN) are at an elevated risk of psychological and behavioural dysfunctions. In this study, we conducted a survey of parents of students with SEN in Hong Kong to examine the impact of two school practices – learning support and school climate – on the psychological and behavioural functioning (PBF) of students with SEN. We also examined the mediating effects of social participation and academic engagement. Questionnaires were distributed to 586 parents in 139 primary schools. The results of structural equation modelling (SEM) analysis show that perceived school climate has a direct effect on perceived PBF, while perceived learning support does not. Perceived learning support has two indirect effects on perceived PBF, with perceived academic engagement or social participation as a mediator. The findings have implications for the effective use of educational resources to support the inclusive education of students with SEN.
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Gifted students usually require much less time spent in practising and revising basic skills; instead, they benefit greatly from opportunities to work through the curriculum at a faster pace (acceleration). Teachers currently working with mixed-ability classes do not always find it easy to differentiate their teaching approach in this way, so there is a need to facilitate in-service professional development to provide teachers with practical strategies for implementing effective differentiation for gifted learners. In response, a project for primary school teachers was organized by a university in Hong Kong. The purposes of the project were (a) to "enhance the confidence of teachers" in planning and delivering differentiated lessons in specific key learning areas (KLAs) with particular reference to gifted students; (b) to "empower teachers with knowledge and strategies" necessary for designing and implementing a differentiated curriculum in KLA domains and (c) to establish a "professional development practice" that connects local academics with schools and teachers. The project was implemented by inviting curriculum leaders, panel chairpersons and subject teachers from primary schools to attend a 3-hour lecture and a 6-hour workshop in which differentiation practices were explored. The project was later evaluated based on feedback from participants and university consultants. Overall, the feedback was positive, but suggestions are provided here for enhancing future projects of a similar nature.
[Copyright of Gifted Education International is the property of SAGE Publications]

This small-scale exploratory study identified strategies used by three intellectually very able university students with specific learning difficulties for maintaining motivation on their path to achievement. All three participants were located in Hong Kong. The research questions were: (a) What coping strategies are used by intellectually very able university students with specific learning difficulties? (b) What are the critical influences driving and supporting their motivation to achieve? A narrative inquiry method was used to obtain and analyze data. Two gifted university graduates and one undergraduate, all with specific learning difficulties, were interviewed using a semi-structured questionnaire and open discussion. Data indicated that they developed strategies to cope largely in response to adverse learning environments. The support of significant persons, such as parents and teachers, were also seen to be essential for sustaining their motivation to achieve. Implications for supporting university students with specific learning difficulties are briefly discussed.
[Copyright of Gifted Education International is the property of SAGE Publications]

This study examines the development of education and the curriculum for children with mental handicap in Hong Kong, the influence of the Target Oriented Curriculum (TOC) reform on the development of the curriculum for these children and its implementation in a special school over a period of two years. Three research strategies were used: historiography, naturalistic evaluation and a case study. Data was gathered by means of document collection, interviewing and observation, and analysed by the method of constant comparison. The findings are considered in the light of political, technological and cultural factors in the developments of education and curriculum for children with mental handicap, in the introduction of the TOC to these children, and in the school personnel's interpretation and views towards its implementation. The extent of implementation of the TOC in the case study school was examined with regards to changing practices in materials, teaching approaches and teachers' beliefs. Five key themes emerged from the study: the extent of TOC implementation at school and classroom levels, the Education Department's commitment towards the education of children with mental handicap, whether curriculum reform was truly considered necessary, the ethos of teaching and the culture of special education/schools. It was concluded that the implementation of the TOC for children with mental handicap was a poor example of effective change, given the problematic nature of the reform, in particular the inadequate management of the change process. It was also evident that this reform repeated many past failures, making long term success of the TOC in special schools somewhat doubtful.

All students, including those with disabilities, are entitled to participate in outdoor learning. However, previous research has found students with visual impairment in mainstream Hong Kong schools often encounter difficulties (and even exclusion) in learning activities conducted outdoors. The research reported here aimed to explore the reactions of students with visual impairment who participate in outdoor learning, and then to recommend solutions for overcoming any obstacles that they identify. A phenomenological inquiry approach was applied to examine data through the live experiences of the students. Their perceptions of the experiences offered by their schools were also collected. The key findings on the positive side were: First, most of the mainstream schools do provide outdoor learning opportunities to all students, including those with visual impairment. Second, some students with visual impairment love to participate in outdoor learning because they can acquire more real-life knowledge; and they can also socialize with different people. Third, students with visual impairment perceive that they can play a more active role (e.g. as a leader) in outdoor activities to help them learn effectively. Findings on the less positive side were: First, public's noninviting attitudes were perceived to be a difficulty the students encountered. Second, students with visual impairment tend to need more time to deal with other school work, and often reluctantly choose to withdraw from optional outdoor learning opportunities. Third, there are insufficient provisions made for their outdoor learning and community service. Implications of the findings for school policies and practices are discussed.

Supporting students with special education needs (SEN) in classroom is a main duty for teaching assistant (TA). According to the Code of Practice of Education, students with SEN in Hong Kong were encouraged to enroll in mainstream school. Therefore, TAs are inevitable to work with students with SEN. This research was an investigation on TAs' self-efficacy which was a factor that would affect students' achievements and classroom management. There were two purposes in this research. First, level of TAs' self-efficacy would be explored. Second, the effect of training course to accommodate students with SEN on TA's selfefficacy would be studied and further suggestions on training course reformation would be made. Quantitative method was adopted in this study. 463 TAs had participated in this study, and their self-efficacy had been tested in 5 domains: teaching support, learning support, behavior management, cooperation and administrative support. Data indicated that TAs were most confident in cooperation and least confident in teaching support and behaviour management. Training to support students with special education needs (SEN) were found to contribute to TAs' self-efficacy in all 5 domains. However, no differences were found among different training hours because the training course cannot meet the needs of TA. This paper suggested that future TA training course should put more emphasis on teaching support and behavior management.

In Hong Kong, students with special educational needs (SEN) are able to access the senior secondary education in the 12-year free education. Teachers teaching students with SEN have to prepare their students with knowledge, skills, and competency for overcoming the challenges of lifelong learning and career planning. It is well noted the post-school transition period signifies the transition to adulthood and independent life. A successful transition may lead to students’ adaptive motivation to continuing higher education or employment opportunities, which contributes to good quality of life. However, for students with SEN, they often need to face more challenges than regular students do. This chapter first discusses the contextual analysis for the education of students with SEN in Hong Kong schools by analyzing the increasing number and complexity of disabilities, concerted effort in school support and pathways of postsecondary education. However, teachers always reported the uncertainties and difficulties in supporting the smooth transition of the SEN graduates. By taking account of the research done by the authors specifically through a series of focus group interviews to a wide range of stakeholders, the chapter identifies variables affecting the post-school transition outcomes of students with SEN in Hong Kong. With reference to the contextual needs, the identified variables inform the policy change in career guidance and support for students with SEN. Implications and recommendations at individual, school, community, and policy levels are discussed. In regard to the development of career guidance and planning in schools, this chapter will finally conclude the intensive support, supporting strategies, and multiple pathways for students with SEN in Hong Kong.