Useful information from the students with visual impairment in Hong Kong mainstream schools who participated in outdoor learning opportunities
- Useful information from the students with visual impairment in Hong Kong mainstream schools who participated in outdoor learning opportunities
- Hong Kong
- 1997.7 onwards
- 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.
- Paper presented at the WERA Focal Meeting & HKERA International Conference 2017 (WERA-HKERA 2017): Innovation, Reform and Education Change in a Contemporary World, The Education University of Hong Kong, Hong Kong, China.
最近的會議論文Effects of experience on pre-service kindergarten teachers' attitudes toward the implementation of inclusive education in the Hong Kong vocational education context
會議論文Understanding gifted students’ self-assessment of career adaptability in Hong Kong: A Rasch analysis of the psychometric properties of CAAS-SF
會議論文Helping teachers to teach with corpora: The Corpus-Aided Platform for Language Teachers (CAP)
會議論文Problematising the Global North/South binaries: A critical review of the sociological literature of education of ethnic minority students in Hong Kong
會議論文The efficacy of educational apps for teaching in the humanities: Adopting the PICRAT model
會議論文Creating a MOOC to assist Non-Chinese Speaking (NCS) undergraduates with the learning of spoken Cantonese: Challenges and solutions
會議論文Western and Asian constructs of multicultural education: The role of caring in addressing Hong Kong’s classroom diversity