LCQ5: Support for students with special educational needs
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Question:
Integrated education has been implemented in Hong Kong since 1997 to provide comprehensive learning support for students with special educational needs (SEN students) to help them integrate into mainstream schools, and a three-tier intervention model is currently adopted by public sector schools to provide support for students with different needs, including SEN students. In this connection, will the Government inform this Council:
(1) of the respective numbers of SEN students currently studying in mainstream secondary schools, primary schools and kindergartens, with a breakdown by public sector, private and Direct Subsidy Scheme schools; the number of students currently supported by each tier of the three-tier intervention model in public sector schools, as well as the amount of the Learning Support Grant involved;
(2) of the respective numbers of SEN students who dropped out from school, pursued further studies upon graduation and took up employment upon graduation in the past three years; among them, the respective numbers of SEN students from mainstream schools and special schools who were enrolled in Shine Skills Centre upon graduation; and
(3) whether it will regularly review and update the employment support policies for SEN students in mainstream secondary schools, including studying the provision of vocational and professional education and training for them and assisting them in taking Qualifications Framework-recognised programmes in schools, so as to enable them to better plan for their future career development; if so, of the details; if not, the reasons for that?
Reply:
President,
The Government attaches great importance to supporting students with special educational needs (SEN) and has continuously provided additional resources for the diversified and comprehensive learning support for these students. A dual-track mode is adopted at the primary and secondary levels, which is, subject to the assessment and recommendations of professionals and with the consent of parents, the Education Bureau (EDB) will refer students with more severe or multiple disabilities to aided special schools for intensive support services. Other students with SEN will attend ordinary schools to receive integrated education (IE). For the 2024-25 financial year, the Government's expenditures on special education and IE are around 3.9 billion and 4.1 billion respectively, representing a significant increase compared to previous years.
Our key replies to the questions raised by the Hon Lillian Kwok are as follows:
(1) The EDB has all along been encouraging ordinary schools to implement IE with the Whole School Approach and adopt a three-tier intervention model to support students with SEN. Tier-1 support aims for early identification and quality teaching in regular classroom with a view to catering for all students with diverse learning and adjustment needs. Tier-2 support arranges additional support for students with persistent learning or adjustment difficulties, such as small group learning and after-school remedial programmes. Tier-3 support provides individualised intensive support for students with persistent and severe learning or adjustment difficulties, including drawing up of Individual Education Plans. In the 2024/25 school year, the number of students with SEN enrolled in public sector ordinary schools is 67 870. The detailed breakdown by type of schools is in Annex 1.
Under the three-tier intervention model, the tier of support provided for students with SEN will be adjusted from time to time according to their learning progress and actual circumstances at different stages of development. Schools should determine the tier of support required for students, having taken into consideration students' needs, and make adjustments with respect to teaching, curriculum and assessment. According to the reports submitted by public sector ordinary schools via the Special Education Management Information System, the numbers of students requiring tier-2 and tier-3 support, as at January 2025, were about 62 900 and 4 360 respectively.
To help public sector ordinary schools implement IE, the EDB has been providing them with additional manpower and resources on top of the regular subvention. The EDB provides Learning Support Grant (LSG) based on the number of students with SEN in a school in each school year and the unit grant rate corresponding to the tier of support they require, on the basis of "individual calculation". The grant rates of LSG are about $16,000 and $64,000 per student per year. Schools can flexibly deploy LSG according to the principle of "holistic deployment" and pool together various resources to provide appropriate educational services for students with SEN. Schools should include a review of the resources used to support students with SEN in their annual school reports, and upload the information onto their school websites.
(2) and (3) The Government provides 12 years' free primary and secondary education to all children through public sector schools to ensure that all students of appropriate age can receive elementary education. As regards special schools, students generally graduate and leave school after completing Secondary Six. However, to help students prepare for life after school, special schools develop specialised curricula, such as community training, practical workshops and pre-employment training, to cultivate students' independent living skills, develop their potential, and integrate them into society. Schools also assist students in planning and applying for post-school arrangements based on their interests, abilities, and service needs. Based on the data collected by the EDB from various types of special schools, the number of Secondary Six graduates from special schools in the 2021/22 to 2023/24 school years has consistently exceeded 500 each year. The numbers of those taking up open employment, pursuing further studies and enrolling in Shine Skills Centre are provided in Annex 2.
As for the students with SEN receiving IE in ordinary schools, with the development of multiple study and progressive pathways in recent years, schools offer a wide range of Life Planning Education and career exploration activities so that all students in ordinary schools can choose from the multiple pathways upon completion of senior secondary education according to their personal interests, abilities and educational needs, which include pursuing further studies in post-secondary institutions, receiving vocational and professional education and training (VPET), taking other courses, pursuing further studies in other regions or employment. In addition, the EDB continues to strengthen professional training for teachers with a view to equipping them with knowledge and skills to support students, and provide information on different industries, multiple pathways and further studies, etc, on the Life Planning Information Website for the reference of all students, teachers and parents.
Under the prevailing secondary academic structure, schools can also offer school-based Qualifications Framework-recognised programmes, including VPET-related programmes, to support early career planning of students. Students with SEN may also apply for relevant Higher Diploma and Diploma programmes of the Vocational Training Council (VTC). The VTC will make arrangements according to the different needs of students with SEN, so as to cater for their increasingly diverse needs and effectively enhance their learning skills to equip them for future employment.
According to the information collected by the EDB from the public sector and Direct Subsidy Scheme ordinary secondary schools, the total number of Secondary Six graduates with SEN in ordinary secondary schools who pursued further studies and took up employment from the 2021/22 to 2023/24 school years has exceeded 3 000 each year, with detailed figures provided in Annex 3.
Thank you, President.
Ends/Wednesday, July 16, 2025
Issued at HKT 19:15
Issued at HKT 19:15
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