Chi Yun School
School for Children with
Severe Intellectual Disability
(The following information is provided by the school.)
Upholding the Buddhist spirits of loving-kindness, compassion, appreciative joy and equanimity, the school adopts a student-oriented approach and promotes balanced development in moral, intellectual, physical, social and aesthetic aspects. The school team committed themselves to cultivating positive values among students with severe intellectual disability and providing quality, whole-person education for them. To enhance students’ learning motivation and enrich their learning experiences, the school introduces various life-wide learning activities for students with five essential learning experiences: intellectual development, physical and aesthetic development, moral and civic education, community services and career-related experiences. The school hopes the students can break through the boundaries while developing their personal interest and reaching their full potential.
The school fosters students’ intellectual growth by means of structured daily routines, cross-curricular activities as well as innovative technology. The extensive use of off-campus resources also contributes to the enrichment of subject learning. Professional music therapists, drama tutors, adventure-based trainers, gardening tutors, storytelling tutors and aroma therapists have been included in the school team so as to nurture students’ diverse interests. In terms of physical and aesthetic development, the school pays great attention to students’ health and physical strength. A range of regular sports activities inside and outside school complemented by gross motor skills activities during break times help develop students’ physical competence and related functions.
In order to provide students with creative art experiences, an array of art activities including mural painting days, art exhibitions and other art appreciation activities have been regularly organised. Furthermore, the school places emphasis on fostering students’ positive values and national identity. In addition to the planned programs by the Moral and National Education team, the school also establishes daily routines and runs different extra-curricular activities to put value education into practice. When it comes to career-related experiences, students are equipped with work-related knowledge, skills and attitude in real-life contexts. Through situated learning, students are anticipated to make a smooth transition into adulthood upon graduation. The school believes that having opportunities to engage in social services encourages students to communicate and integrate with community members. These can develop students’ self-esteem and achieve social inclusion.