Post-school transition options for SEN students: A comparative perspective between parents of SEN students in special schools and those in mainstream schools

Post-school transition options for SEN students: A comparative perspective between parents of SEN students in special schools and those in mainstream schools

• Sin, Kuen Fung The Education University of Hong Kong
• Yang, Lan The Education University of Hong Kong
• Gao, Fengzhan The Education University of Hong Kong
• Deng, Huiwen The Education University of Hong Kong

Hong Kong Educational Research Association (HKERA) International Conference 2018: Equity, Access, and Diversity in Education: Theory, Practice, and Research (2018: The Chinese University of Hong Kong, Hong Kong)

• E 特殊教育
  • EI 感覺障礙者之教育

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

According to two updated statistical reports, in 2014/2015, there are 17,981 students with special educational needs (SEN) integrated in mainstream schools. In 2017/2018, 7,896 students are learning in 62 special schools in Hong Kong. In searching for equality for students with SEN, for both special and inclusive schools, there is a common goal to help these students achieve as much independence as they can and “become well-adjusted individuals in the community”, so as to maximize these students’ potential to the full (Education Bureau, 2017). Unfortunately, there are relatively limited studies to investigate parents’ views of post-school transition options from a comparative perspective. With an aim to collect in-depth data from parents, this study conducted focus group interviews among two groups of parents. Among these options, early employment, sub-degree programmes, and further education in universities are three major options reported. Compared to parents of SEN students in special schools, those in mainstream schools reflected their stronger desire, but a relatively unrealistic transition option for mainly expecting their SEN students to continue education in universities. For parents of SEN students in special schools, although they understand early employment at sheltered workshops may be a main transition option for their children, they also raised their concerns and made recommendations to improve services of existing sheltered workshops in Hong Kong. Based on the results and an official implementation of career guidance and lifelong planning education since 2014 in both educational settings, we discussed potential solutions for catering for SEN students’ successful transition needs. Copyright © 2018 HKERA International Conference.

Paper presented at the Hong Kong Educational Research Association (HKERA) International Conference 2018: Equity, Access, and Diversity in Education: Theory, Practice, and Research, The Chinese University of Hong Kong, Hong Kong, China.

• 英文

會議論文

https://bibliography.lib.eduhk.hk/tc/bibs/a6e108bb

2019-12-09