Introduction: Audio description (AD) should satisfy the needs of people who are visually impaired; however, quality assessment in university training programs has rarely been based on feedback provided by AD users. Aiming to help students truly understand the needs of people who are visually impaired and their criteria for AD, this study adopted user-centered evaluation in an AD training program offered by a university in Hong Kong. Method: Three evaluators with visual impairment, representing the views of AD users, were invited to evaluate 29 students’ film clips that included AD and discuss their evaluation criteria. Eleven students participated in focus-group interviews and were asked to comment on AD products and discuss their own evaluation criteria. The evaluation criteria of the two groups were compared qualitatively and quantitatively with the aid of the software NVivo. Results: The results showed discrepancies between the users’ and the trainees’ criteria as well as differences in their focuses when evaluating the AD products. The users’ criteria were more numerous; however, certain criteria were perceived exclusively by the trainees. Discussion: Without sufficient knowledge of users’ needs, AD trainees are inclined to provide redundant information (e.g., easily identifiable film sounds and speaker information) while neglecting some aspects of AD (e.g., the prudent use of pronouns and literary expressions), which are deemed important by the users. Implications for Practitioners: The results prompted AD instructors to integrate user feedback into AD training to improve students’ understanding of how to produce AD that better meets its users’ needs. Copyright ©2024 Sage.

This study followed the development of Hong Kong Sign Language (HKSL) proficiency in 31 deaf bimodal bilingual children (kindergarten through Primary 6) over two years. The Hong Kong Sign Language Elicitation Tool (HKSL-ET) was used at three time points to elicit the production of agreement, classifier, modal, negation, and wh-question structures. These were scored for accuracy based on specific language features, including classifier handshapes, non-manuals, phonological parameters, sign order, and use of space. Deaf children of hearing parents (dH children) showed significant improvements in accuracy for all structures and features, with most progress occurring between the first two assessments. By the third assessment, dH children showed similar performance to the deaf children of deaf parents (dD children) on most structures and features, but they were still significantly less accurate in their production of classifier constructions and use of space. This, along with an observed negative impact of later ages of acquisition on HKSL accuracy, underscores the importance of early exposure to sign language. Examining the relationship between signed and spoken language proficiency revealed a significant positive correlation between HKSL proficiency and Cantonese verbal expressive ability, suggesting that these languages may have mutually facilitative effects in terms of language development. Our findings highlight the utility of bimodal bilingual education in fostering linguistic development in deaf children. Copyright ©2024 Taylor & Francis Ltd.

Deaf and hard of hearing (DHH) students in Hong Kong face great challenges in academic learning since for decades oral language has been the only means of communication in classrooms. The establishment of the Sign Bilingualism and Co-enrollment in Deaf Education (SLCO) Program aims to provide an accessible mainstream environment that supports DHH children's education. This study explores the impact of SLCO education on DHH children's academic performance. A longitudinal study was conducted for four cohorts of DHH students (n = 24) who completed their 6-year primary education at the SLCO school. Data on their academic performance based on standardised assessments in Chinese Language, English Language and Mathematics were collected over the six years of primary education to review their development against normative grade levels and annual growth rates. Results indicate that SLCO-DHH students achieve normative standards in both English Language and Mathematics based on their median grade levels. They do, however, lag behind normative standards by one year in Chinese Language. When their academic development was analysed annually, they were comparable to their hearing peers, with an average growth rate very close to "1" for all three subjects. Additionally, no significant relationships could be found between degrees of hearing loss and speech perception and their academic performance. Instead, early Chinese literacy attainment serves as a strong factor predicting their later academic attainment in both Chinese Language and Mathematics. The SLCO education environment appears to be an education model that effectively reduces barriers to accessing academic content in classrooms and promotes positive academic development. Copyright ©2024 Taylor & Francis Ltd.

Minoritised students with dis/abilities in Hong Kong may face aggregated challenges. As a minoritised student with dis/ability or impairment, they may be doubly marginalised or triply marginalised, as in the case of a female or poor minoritised student with dis/ability or impairment. Little is known, however, about these students or about the underpinning philosophies of existing support. Adopting an intersectionality approach and dis/ability critical race theory (DisCrit), this paper explores the educational provision and existing support measures for minoritised students with dis/abilities and the issues and challenges faced by them. It draws on various policy documents from related government departments and others. The paper presents three theoretical arguments: (1) that dis/ability discourse needs to be more inclusive; (2) that the medical model currently provides limited support for minoritised students with dis/abilities in Hong Kong; and (3) that a social model, rather than the current medical model would provide inclusive support. Copyright © 2022 Routledge.

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.

Background: Hong Kong students with physical disabilities were being seen as physically inactive compared with typically developed people or even people with other disabilities, such as visual impairment or intellectual disabilities. Lack of regular physical activity would lead to poor physical fitness, and yet is associated with a higher risk of being obese or other physical as well as mental health problems. Currently, a newly developed sport, sitting light volleyball, modified from the Paralympic sitting volleyball, is considered as suitable for disabled people with lower physical fitness, in which was able to increase fitness level and increase their physical activity.Objectives: The current study aimed to examine the effect of sitting light volleyball in improving physical fitness among students with physical disabilities in Hong Kong.Methods: The current study was an interventional, quasi-experimental study. Nineteen participants, 8 males and 11 females, with the age of 18.5 on average (SD = 3.24), participated in the study. Two local special education schools were involved in the 10-week (65 minutes per session) sitting light volleyball intervention program. Participants took part in a fitness test before and after the intervention. The intended-to-treat approach was adopted throughout the data analysis, with the last observation carried forward method for managing the missing data.Results: No significant changes in body composition outcomes of the participants were found. The non-parametric sign test showed significant median differences on dumbbell press test and flexibility test of the right shoulder before and after the intervention, with Z = 2.94, P = 0.003; Z = 2.20, P = 0.028, respectively.Conclusions: This indicated that the sitting light volleyball intervention was able to provide preliminary evidence on showing the enhancement of muscle endurance and flexibility of the students with physical disabilities. Whereas, intensified interventions should be

本行動研究就香港紅十字會甘迺中心的貫通專業團隊於課堂時段的兩種協作模式───「貫通專業團隊主題式協作」(下稱「社適課」)和「治療師與科任老師合作」，探討二者對學生學習及專業交流的不同效果，藉以找出一個比較有效的貫通專業團隊合作摸式。研究分上、下學期兩個時段進行，上學期試行「治療師與科任老師合作」的方式，下學期試行「社適課」的方式，以學生於兩個時期各方面的表現，作出比較。研究對象為12名5-8歲就讀小一的身體弱能兒童。參與的職員設計及填寫兩份表格︰「社適課」行動研究學生評估表及「引導式教育」行動研究職員記錄表，並進行前測及後測，收集數據。研究結果顯示兩種模式各有優勝；「治療師與科任老師合作」模式較能照顧個別學生在學科技能上的發展，而「社適課」模式則優於促進學生成長的全面發展。 This action research aims at comparing two modes of trans-disciplinary approach under the notion of Conductive Education currently being adopted in the Hong Kong Red Cross John F. Kennedy Centre, i.e "Theme-based Collaboration" (or "Social Competence lessons) and "Subject-based Collaboration" (which involved co-teaching by therapists and class teachers) The objective is to find out which mode of collaboration is more effective for student learning and professional collaboration. The research was carried out in two phases during the same school year, one in each term. In the first school term, theapists and subject teachers collaborated on subject basis in designated Chinese Language, Physical Education and Visual Arts lessons. In the second term, therapists and the class teacher collaborated on theme basis. Twelve students from the same class of primary one, aged from 5 to 8, were chosen to be the subjects of the research. Participating staff members designed corresponding "Action Research Students Performance Assessment Forms" and "Staff Evaluation Forms". Data was collected by recording their own observation during the observed periods. The results showed that both modes have their respective merits. Skills of individual students could be better trained on subject matters when therapists and subject teachers collaborated, whereas students' personal development could be better facilitated when therapists worked with class teacher on "theme-based collaboration".
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