Tsuen Wan Trade Association Primary School
Cross-Sector Cooperation
The School has been cooperating with families of students and the community closely, introducing various types of resources and providing students with diversified support, with an aim to catering for the needs of students in their learning and growth effectively.
In order to enhance the effectiveness of support services for students with different special educational needs (SEN), the School takes the initiative to tap community resources and invite the personnel with relevant experience to provide students with specific support services. The School also actively cooperates with tertiary institutions, social welfare organisations and government departments to obtain more diversified support for students. For example, the School works with the Department of Special Education of the Education University of Hong Kong each year to provide professional counselling for students with SEN individually and in groups. In addition, the School also arranges designated teachers, guidance personnel and school social worker to liaise with external organisations and review the effectiveness of the support services regularly.
The School should be highly observant when taking care of every student. Take a student with multiple SEN (including Autism Spectrum Disorder (ASD), Attention Deficit / Hyperactivity Disorder (AD/HD), learning difficulties, etc.) as an example. Having observed that he needed additional support in socialising, emotion and learning, the School arranged a joint meeting immediately, so that relevant teachers, school social worker, school-based educational psychologist, his parents and the social worker from the integrated family service centre could discuss the support strategies in relation to his SEN. In addition, when the School found that his family failed to provide sufficient support or complement the support measures provided by the School, the School contacted the organisations in the district promptly to solicit appropriate counselling resources and make arrangements for him to participate in different types of group training after school, with a view to helping him boost his social skills and confidence. On the other hand, the School arranged one-on-one counselling service for him to help him establish a good study routine and enhance the effectiveness of support. On home-school cooperation, knowing that the parents failed to grasp relevant support techniques, which affected the overall effectiveness, the School made referral arrangements. The parents could then take part in the talks, training and individual counselling service offered by Hong Kong Family Welfare Society. This facilitated all-round support for the student.
