Background: Following the 2019 Hong Kong Para Report Card, the 2022 Hong Kong Para Report Card aimed to provide an updated and evidence-based assessment for nine indicators related to physical activity in children and adolescents with special educational needs and to assess the results using a SWOT (strengths, weaknesses, opportunities, and threats) analysis. Methods: Using a systematic process, the best available data on nine indicators were searched from the past 10 years and were assessed by a research work group. Letter grades were assigned and considered by stakeholders and auditors. Results: Four indicators were assigned a letter grade (overall physical activity: F [mixed device-measured and self-reported data]; sedentary behaviors: D [device-measured data]; active transportation: D−; government strategies & investment: C+). SWOT analysis highlighted opportunities for facilitating children and adolescents with special educational needs to achieve health recommendations. Conclusion: There were deteriorating trends in physical activity and sedentary behaviors. Effective, multilevel, and cross-sector interventions are recommended to promote active behavior in children and adolescents with special educational needs. Copyright © 2023 Human Kinetics Publishers, Inc..

The Active Healthy Kids 2019 Hong Kong Report Card on Physical Activity for Children and Youth with Special Educational Needs (SEN) provides evidence-based assessments for nine indicators of physical activity behaviors and related sources of influence for 6- to 17-year-olds with SEN in Hong Kong. This is the first Report Card for this population group in Hong Kong. The best available data between 2008 and 2019 were reviewed by a panel of experts. Following the Active Healthy Kids Global Alliance (AHKGA) development process, letter grades were assigned to nine indicators (Overall Physical Activity, Organized Sport Participation, Active Play, Active Transportation, Sedentary Behaviors, Family & Peers, School, Community & Environment, and Government Strategies & Investments). Two behavior indicators (Overall Physical Activity: F; Sedentary Behaviors: D+) and two contextual indicators (School: B; Government Strategies & Investments: C-) were assigned a letter grade. The remaining indicators including Organized Sport Participation, Active Play, Active Transportation, Family & Peers, and Community & Environment were not graded due to insufficient data. A majority of children and youth with SEN in Hong Kong are physically inactive and have a high level of sedentary behaviors. Schools are ideal settings to promote physical activity for this population. There is a need to develop a comprehensive surveillance system to monitor this population, assess efforts to improve the grades, and promote physical activity opportunities for children and youth with SEN. Copyright ©Elsevier (Singapore) Pte Ltd.

Through classroom observations and interviews, the findings in this article recount the supports to five students with hearing, mobility, and visual impairments at a university in Hong Kong. Their instructors and staff at the university were interviewed. Such supports include improvement of accessibility in buildings, the provision of assertive technology grants, and counseling servives. Universally designed instructing strategies and individual adaptations for specific needs students are elaborated as well. The discussion outlines the needs for further research in documenting disability accommodations in the tertiary institutes in the Chinese society. 本文匯報在香港一所大學進行的一項研究，透過課室觀察及面談，探討學校為五位殘疾學生 (包括︰聽障、視障及肢體殘障) 提供的支援服務。面談亦包括大學導師及講師。正規的支援包括建築通道的改善、輔助科技津貼、心理輔導，而自然支援則包括為感知障礙學生提供的支援服務。本文亦會介紹各種通用性的教學策略及為學生特別需要所作的個別調適。討論概括指出在華人高等教育學府的殘疾人士仍有各種需要而需繼續研究。
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