In this chapter, the authors use a policy and program perspective to explore the specific career development needs of gifted learners in Hong Kong. They first examine recent developments in gifted education and career education policies in Hong Kong, then draw on relevant literature to highlight salient career development needs of gifted learners. Next, consideration is given to possible priority content for career guidance programs for these students, and some existing programs are reviewed. The chapter ends with a summary of the implications for educators, counselors, researchers and policy-makers. Copyright © 2020 Springer Nature Singapore Pte Ltd.

Background: Face-to-face class suspensions during the coronavirus disease (COVID-19) pandemic in 2019 increased telepractice in speech and language therapy. However, little is known about speech and language therapists’ (SLTs) perceived effectiveness of telepractice and its antecedents.Aims: To examine the use of telepractice and the factors affecting its perceived effectiveness in Hong Kong mainstream schools during COVID-19.Methods & Procedures: Seventy-two school-based Hong Kong SLTs completed a 110-item online survey with six structural components: (1) concerns, (2) adoption, (3) student selection criteria, (4) perceived effectiveness, (5) continuous professional development and (6) attitudes/beliefs.Outcomes & Results: Over 90% of respondents adopted telepractice during the pandemic. Confirmatory factor analysis identified reliable constructs from their component measures. These participants reported great telepractice difficulties (especially in therapy preparation and managing students’ attention and/or communication). Mixed-response analysis revealed that psychosocial factors (i.e., students’ engagement and SLTs’ attitudes towards telepractice) but not professional practice skill factors (i.e., student client selection criteria and SLTs’ years of experience in school settings) contributed to SLTs’ self-perceived effectiveness of telepractice.Conclusions & Implications: Our findings suggest that psychosocial factors play a more important role than professional practice skill factors in the self-perceived effectiveness of telepractice. Copyright © 2022 Royal College of Speech and Language Therapists.

This Hong Kong study evaluated a strengths-based career intervention program for junior secondary school students with special educational needs. The treatment group comprised 19 boys and 13 girls with SEN from 5 schools, with an additional 28 SEN students forming the control group matched for age, gender and parents’ education level. Pre- and post-intervention questionnaires covering career development self-efficacy, personal and social development, and meaning in life were administered to both groups. Several months after the intervention, participants, teachers and social workers involved were interviewed to evaluate effects of the intervention. Findings indicated significant interactions between Time 1 and Time 2, and between control vs. treatment groups in personal goal-setting, career goal-setting, and presence of meaning in life. Several themes emerged from the interviews suggesting that the intervention had positive effects on SEN students’ career, personal and social development, self-efficacy, and meaning in life. Copyright © 2022 Meaning in Life (MIL) International Conference.

Subject-specific training in mathematics teaching for students with intellectual disabilities (IDs) has been little studied in the academic field and is uncommon in the practice of teacher education. Given that teachers face significant challenges in regard to teaching mathematics to ID students, it is necessary to know whether there is a need for subject-specific training. If yes, what kind of subject-specific training do teachers need? What kind of subject-specific knowledge should be covered? How can this kind of training contribute to improving mathematics teaching for ID students?To answer the above questions, this study focuses on one particular teacher professional development programme (BE MATHS programme) for mathematics teachers who teach ID students in special schools in Hong Kong. Programme effects and the contributing factors of the effects are examined to explore whether and how subjectspecific support can contribute to the profession of teaching mathematics to ID students.The study is conducted via a mixed-methods approach. First, it uses quantitative measures to examine teachers’ changes in mathematics teaching efficacy and students’ changes in their academic engaged time in mathematics classes. Second, a qualitative approach is used to explore the contributing factors of the changes.Quantitative results show that the programme has a significant positive effect on teachers’ mathematics teaching outcome expectancy and a conditional positive effect on teachers’ personal mathematics teaching efficacy. It is also found that the programme can improve teachers’ mathematics teaching by engaging more students in mathematics learning.The qualitative findings in this study show that the design of teaching and learning trajectories with subject experts is a substantial learning activity for teachers. During the design process, teachers and subject experts identified knowledge gaps within the mathematical content to be delivered to ID students and successfully inserted

Although there are an increasing number of studies on assessing teacher emotions in mainstream education, there is a lack of appropriate measurement tools to evaluate the emotions of teaching assistants (TAs) who need to take care of students with a range of special educational needs (SEN). This study tested the generalizability of the 24-item teacher emotion inventory (TEI), among 204 TAs from 122 secondary schools with inclusive education in Hong Kong. We conducted both confirmatory factor analysis (CFA) and Rasch analysis to test the within-network validity of the TEI. For the between-network validity, we examined the relationships between TAs’ emotions and their attitude toward inclusive education. The Rasch analysis supported the scale’s dimensionality and item fit statistics. The CFA supported the five-factor solution of the TEI. The results also showed statistically significant correlations between positive emotions (joy and love) and TAs’ attitudes toward inclusive education. TAs’ negative emotions (anxiety, anger, and stress) appeared to be negatively correlated with their attitude toward inclusive education. The results supported that TEI is a useful tool to assess the emotions of TAs that play a pivotal role in assisting both school teachers and SEN students, who are more likely to face increased emotional challenges than those not needing to educate SEN students. Implications of this study to enrich the current scope of research on understanding teacher emotions across educational levels and settings are discussed. Copyright © 2022 Yang, Hsu, Ye and Sin.

Background and Objectives: Most primary progressive aphasia (PPA) literature is based on English language users. Linguistic features that vary from English, such as logographic writing systems, are underinvestigated. The current study characterized the dysgraphia phenotypes of patients with PPA who write in Chinese and investigated their diagnostic utility in classifying PPA variants.Methods: This study recruited 40 participants with PPA and 20 cognitively normal participants from San Francisco, Hong Kong, and Taiwan. We measured dictation accuracy using the Chinese Language Assessment for PPA (CLAP) 60-character orthographic dictation test and examined the occurrence of various writing errors across the study groups. We also performed voxel-based morphometry analysis to identify the gray matter regions correlated with dictation accuracy and prevalence of writing errors.Results: All PPA groups produced significantly less accurate writing responses than the control group and no significant differences in dictation accuracy were noted among the PPA variants. With a cut score of 36 out of 60 in the CLAP orthographic dictation task, the test achieved sensitivity and specificity of 90% and 95% in identifying Chinese participants with PPA vs controls. In addition to a character frequency effect, dictation accuracy was affected by homophone density and the number of strokes in semantic variant PPA and logopenic variant PPA groups. Dictation accuracy was correlated with volumetric changes over left ventral temporal cortices, regions known to be critical for orthographic long-term memory. Individuals with semantic variant PPA frequently presented with phonologically plausible errors at lexical level, patients with logopenic variant PPA showed higher preponderance towards visual and stroke errors, and patients with nonfluent/agrammatic variant PPA commonly exhibited compound word and radical errors. The prevalence of phonologically plausible, visual, and compound word errors was

This edited book is uniquely set in the context of Chinese societies. It deals with the issues of inclusive education in a Chinese context and examines inclusion from the experience of Hong Kong schools.Like other countries, in Hong Kong, inclusive education has been promoted through Integrated Education (IE) and the Whole-School Approach (WSA). Recently, the government has introduced the induction of Special Educational Needs Coordinator (SENCO) in each Hong Kong school to help diverse students, especially students with special educational needs (SEN) and to develop inclusive teaching and learning practices. This book is one of the first to examine the influence of contextual and Chinese cultural factors in the field of inclusive education, in regard to how schools support students with diverse learning needs and SEN. It also offers an account of context-specific measures towards promoting inclusive education.This book will help scholars and school practitioners in Asia in particular and in the West, in general, develop a comprehensive understanding of context-specific inclusive practices in education for students with diverse learning needs. Copyright © 2022 selection and editorial matter, Ming-Tak Hue and Shahid Karim; individual chapters, the contributors.

本研究旨在探討透過行為改變技術來提升中度弱智兒童科技學習的成效層面。從國際性及東亞區研究範疇中，很少特殊教育研究涉獵這個學習層面。因此，本研究以前、後測法來比較 12 位中一至中五年級中度弱智學生在非科技教學組、科技教學組及行為改變技術融合於科技教學組中的學習差異，藉此嘉惠有特殊教育需要的學生。This paper attempts to explore into possible enhancement of using behavior modification (BM) techniques for moderately retarded schooling children’s learning through information technology (IT). Facing the under-researched special education topic in international and East Asian research literature, the paper compares the pre- and post-test learning outcomes of 12 moderately retarded students at Grade 7-12 levels in the three groups of not using IT, using IT and using IT in BM settings through quantitative research methods, for the sake of those students with special educational needs. Copyright © 2005 香港中文大學香港教育研究所 ; 華南師範大學教育技術研究所.