|Programme Code||Venue||Programme Leader|
|C3B002||Tai Po Campus / Tseung Kwan O Study Centre / North Point Study Centre / satellite study centre at urban locations as decided by the University||Mr Joffee Lam|
This Programme is the first add-on specialist degree on special needs and inclusive education in Hong Kong. The Programme, in line with the government's policy on integration, aims to provide specialist training for serving teachers or professionals to work effectively with learners with special needs in mainstream schools or special education settings. It also aims to enhance the competencies of teachers so that they are able to collaborate with and/or develop their own effective teams within the realm of the whole school approach.
- The programme raises students' professional standards in special needs and inclusive education.
Choices of Electives
- Students may undertake elective courses according to their professional needs and interest, and base on what they have learned in these courses and their professional needs and interest to complete their final year project.
Interactive Learning Mode
- Students will be encouraged to reflect and build on their practical experience in catering for learning diversity through communication and coordination with other students in a stimulating teaching and learning environment.
This is a 3-year part-time in-service programme consisting of 60* credit points (cps). The programme is structured around 5 domains as follows:
|Domain||Credit Points (cps)|
|Final Year Project||Research Methods||3|
|Honours Project / Capstone Project||3|
|Common Core||General Education||3|
|Total credit points||60|
* Students without initial teacher training are required to take 6 additional cps (two courses) related to teaching & learning and classroom management.
This domain aims to broaden students’ educational value, interests and skills in removing barriers to learning and educating the whole person. It helps students develop new problem-solving strategies that are responsive to different learning needs of different classroom learners through a self-critical process. The courses are:
- Curriculum and Assessment for Inclusive Education
- School Guidance and Counselling
- Whole School Approaches to Inclusive Practices
- School-Family-Community Partnership
- Approaches to Teaching and Learning#
- Classroom Management Strategies for Effective Instruction#
# Students without initial teacher training are required to take these two additional courses.
The Core courses help students acquire the fundamental knowledge in special education and provide an overview on different types of special learning needs. The courses are:
- Perspectives in Special Education
- Catering for Diverse Learning Needs (I)
- Catering for Diverse Learning Needs (II)
Major Interdisciplinary Course
The Major Interdisciplinary Course “Human Development and its Challenges” is designed to equip students with theories and practices from an interdisciplinary approach based on developmental psychology and special needs in developing the awareness of the importance of all-round development of the whole person, and basic knowledge to cope with developmental challenges in students.
This domain comprises of 2 study areas:
Area A: Understanding Learning Diversity
These courses are designed to meet the training needs of students in addressing the challenges of teaching and learning in inclusive education settings or special schools. This area adopts a functional approach to reviewing the needs of learners as follows:
- Emotional and Behavioral Challenges (e.g. Autism Spectrum Disorders (ASD), Attention Deficit/Hyperactivity Disorder (ADHD))
- Different Cognitive and Perceptual Abilities (e.g. dyslexia, learning difficulties, giftedness, intellectual disability)
- Language, Physical and Sensory Difficulties (e.g. sensory impairments, communication & language disorders, physical disability)
Students are required to take 3 courses (9 cps) from Area A. They can choose to take the courses according to their professional needs and interest.
Area B: Curriculum Development and Inclusive Teaching
This area is designed to prepare students for effective teaching in classrooms by sensitively responding to different individual and diverse needs. It enhances students' understanding of the learners' learning difficulties and equips them with a range of pedagogies that value diversity.
Students are required to take 3 courses (9 cps) from Area B. They can choose courses from different subject areas below according to their professional needs and interest. The courses are:
- Understanding of SEN Students' Chinese Learning
- Intervention Strategies of Chinese Learning for SEN Students
- Curriculum Adaptation in ESL Learning for Students with SEN
- Interventions for ESL Students with SEN
- Development of Mathematical Concepts and Skills
- Teaching Mathematics to Students with Special Needs
- Using Technology for Inclusive Teaching in Mathematics
- The Development of Musical Art
- Strategies for Teaching Music to Students with Special Needs
- Music Activity and Creativity Workshop
- Motor Development of Children with Special Needs
- Teaching Physical Education to Students with Special Needs
- Adapted Sports and Activities for Students with Disabilities
- Child Development: Aesthetic and Creative Growth
- Visual Arts for Special Needs: Issues, Planning & Strategies
- New Trends in Visual Arts: Meeting Students' Diversity
Final Year Project
The course prepares students to develop a proposal for conducting a research-based project (Honours Project) or an inquiry-based project (Capstone Project) in their chosen areas. It introduces basic knowledge and principles of research, ethical issues in the research process and methodology for conducting research in education and related disciplines.
Honours Project / Capstone Project
Final Year Project allows students to pursue a relevant study of classroom practice in their own setting. Topics for the project will emerge from students' studies in Education Studies and Major courses based on personal and professional interests. Students can opt for Honours Project or Capstone Project in their Final Year Project study. Honours Project aims to equip students with knowledge and hand-on experience to carry out scientific research in a specific area, which could be beneficial to students who plan for doing research postgraduate study in future. Capstone Project focuses on knowledge transfer in work-related context and enhancing students’ competency in the job market through inquiry-based learning. Students will be supported by programme lecturers with expertise in their project topics chosen.
Field Experience plays a crucial role in the programme, consisting of 2 components: Teaching Practice and Field Experience Portfolios. Students will be provided with opportunities to apply and put theories learnt in the programme into practice, and share and report on small groups collaborative teaching activities.
In order to broaden student’s perspectives in personal and professional development, a selection of general education courses related to well-being, positive thinking, stress management and healthy living are offered. Students are required to take one general education course (3 cps).
The compulsory 3-cps English Enhancement Course aims to help students acquire linguistics skills in both academic and social contexts. It prepares students to write coherent and organized academic texts by developing essential skills in critical thinking, reading and writing. In addition, the course will enhance student’s ability to make appropriate correspondence in the workplace.
Medium of Instruction
The programme is mainly conducted in Cantonese. For some courses, English or Putonghua is adopted as the medium of instruction when expertise in the domain is a prime consideration.
Field Experience (FE) Requirements
For students having a full-time teaching post in schools Note 1:
To have a minimum of 4 relevant periods Note 2 per week / per 5 to 7-day cycle during the course of study in the programme.
For students without a relevant full-time teaching post in schools:
To make own arrangement to undertake 8 to 12 consecutive weeks of full-time block practice in schools Note 1 during the FE supervision period Note 3 in each FE, and teach 4 to 6 relevant periods Note 2 per week / per 5- to 7-day cycle with not less than 48 periods Note 2 in total in each FE throughout the block practice period.
Lesson, Class Setting and Class Size
All students should teach lesson(s) Note 4 which is/are able to demonstrate their abilities in teaching and catering for students with special needs or learning diversity in regular class settings. Each class should have at least 10 pupils Note 5. Teaching practice in Physical Education lessons are not allowed unless the students are qualified to teach the subject by having the qualifications (Qualified Teacher Status). Proof should be provided. All students should note that any remedial class, IRTP class and after school class ARE NOT accepted as eligible FE/BP lessons in your FE because these withdrawal classes are not within the regular timetable or based on the syllabus of the curriculum legitimized from CDI of EDB.
Note 1: Students are required to conduct their FE in schools i.e. kindergarten / primary / secondary / international schools in inclusive setting OR special schools.
Note 2: Each period normally refers to a 30-40 minutes duration. Period shorter than 30 minutes must be approved by Field Experience Coordinator (FEC) in Department of Special Education and Counselling (SEC) and the Director of School Partnership and Field Experience Office (SPFEO).
Note 3: FE Supervision period is normally from November to early May of the academic year.
Note 4: Field Experience Coordinator may require students to provide further details about the lessons they teach, e.g. curriculum, to consider whether they meet this FE requirement.
Note 5: For special schools, the minimum number of pupils in a class is 8 according to the actual class size
Professional Qualifications / Career Prospects
The programme enhances graduates’ competence in career prospects by offering professional trainings in special needs and inclusive education. Graduates could benefit from the programme by having an academic upgrade and a professional teacher qualification in special schools.
An Academic Upgrade
Graduates who work with learners with special needs in different school settings e.g. Kindergartens / Primary / Secondary / Special Schools at sub-degree levels can gain a Bachelor degree in Special Needs for upgrading their academic background after completion of the programme. This bachelor degree with honours provides an opportunity for graduates to continue their professional development through postgraduate studies in various specialties. It also opens up a variety of careers that help people or children with special educational needs by equipping its graduates with the professional knowledge and skills related to special needs and inclusive education.
A Professional Upgrade
Upon fulfilling the graduation requirements from the programme, graduates who initially do NOT have teacher training qualifications are eligible to apply as a Registered Teacher from the Education Bureau (EDB). Please refer to the relevant EDB websites for more details about teacher registration-related matters (click HERE) and teacher qualification assessment (click HERE).
Graduates who have initial teacher training qualifications (e.g. QTS / QKT / KTS), can choose to work in their original school settings or in special schools for supporting pupils with special education needs. It is important to note that this programme does NOT lead to teacher qualifications in early childhood education settings or a certificate in Special Child Care Work.
The programme is open to serving teachers holding a Certificate in Education or a Certificate of the Teachers of Children with Special Educational Needs (TCSEN) or equivalent. Applicants without the above qualifications but possess other post-secondary qualifications at QF level 4 or above (such as Associate Degree/ Higher Diploma) and with experience in teaching or working with learners with learning difficulties or special needs can also apply.
Applicants may be required to attend admission interviews to demonstrate their suitability for the programme.
(852) 2948 6886
Mr. Thomas Tang
(852) 2948 8387
Every effort has been made to ensure that information contained in this website is correct. Changes to any aspects of the programmes may be made from time to time due to unforeseeable circumstances beyond our control and the University reserves the right to make amendments to any information contained in this website without prior notice. The University accepts no liability for any loss or damage arising from any use or misuse of or reliance on any information contained in this website.
Any aspect of the course and course offerings (including, without limitation, the content of the course and the manner in which the course is taught) may be subject to change at any time at the sole discretion of the University. Without limiting the right of the University to amend the course and its course offerings, it is envisaged that changes may be required due to factors such as staffing, enrolment levels, logistical arrangements, curriculum changes, and other factors caused by unforeseeable circumstances. Tuition fees, once paid, are non-refundable.
EdUHK is one of the teacher education providers in Hong Kong. Graduates of the University’s teacher education programmes are eligible to apply to become fully qualified and registered teachers. As regards teacher registration, graduates should approach the Teacher Registration Team of the Education Bureau (EDB) to submit applications directly. All applications will be assessed by the EDB which will consider, among other things, whether an applicant has been convicted of any criminal offence (including sex-related offences) in Hong Kong or elsewhere, or is involved in any ongoing criminal proceedings or investigations. For details, please browse the EDB's website.