SENSE

(The following information is provided by the school.)

Background

SAHK Ko Fook Iu Memorial School carries out the mission and objectives of the Association, and based on the principle of ‘Conductive Education’, it provides high-quality education services for students with physical disability or multiple disabilities.

In line with the school curriculum framework recommended by the Education Bureau, the school provides adapted and mainstream primary and secondary curricula for students with special educational needs. School-based adapted curriculum is also developed to cater for different groups of students with special learning needs.  In addition to core subjects namely: Chinese, English/Practical English, Mathematics, General Studies/Liberal Studies/Life and Society/Citizenship and Social Development, subjects such as Music, Sports, Life Skills, Information and Communication Technology, and Home Economics are also provided.  In order to cultivate students' independence and foster their whole-person development, integrated learning classes are introduced to students with moderate intellectual disability ranging from junior primary to junior secondary level.  Through situated learning activities, students’ learning efficiency can be enhanced.  In view of the educational development trend, the school has optimised e-learning equipment, set up the STEM Lab, and encouraged students to participate in a variety of academic, sports and aesthetic activities, competitions and tournaments so as to promote the diversified development of students.

Following the principle of "Conductive Education", the school is dedicated to offering education that integrates rehabilitation elements into teaching and helps creating good learning routines.  Regular meetings are held by the professional team members of the school on a class basis.  Students’ learning needs and rehabilitation goals are discussed and reviewed in program meetings, class meetings and case conferencing.  Therefore, the tailor-made Individualised Education Programme (IEP) is not only formulated and implemented during daily routines, lessons and therapeutic classes but also extended to students’ learning at home.  In addition, with the goal of incorporating therapy with teaching, coordination regarding the lesson objectives and students’ learning needs is made between speech therapists, occupational therapists, physiotherapists and teachers.  Therapists can then provide support to students inside and outside the classrooms, for instance, training for writing, presenting solo-verse, producing art work, designing crafts, and so on.

The school believes that students with special educational needs can learn with their individual potential.  Teachers teach students with care, which will enhance their self-confidence, life skills, while instilling positive values, fostering whole-person development and nurturing them to be good citizens who participate actively and contribute wholeheartedly to the society.
 

Highlights

SAHK Ko Fook Iu Memorial School carries out the mission and objectives of the Association, and based on the prime principle of 'Conductive Education', incorporates the theory of 'Multiple Intelligences' (1983) proposed by Howard Gardner, an American professor at Harvard University, to develop students' eight abilities that manifest multiple intelligences: visual-spatial, verbal-linguistic, musical-rhythmic, logical-mathematical, interpersonal, intrapersonal, naturalistic and bodily-kinesthetic.  Students' diverse intelligences can be integrated and inspired through a great variety of activities held inside and outside classrooms and students’ capabilities, such as self-determination, self-reliance, self-confidence and self-directed learning, can be nurtured gradually.

Based on students’ learning needs and abilities, the tailor-made Individualised Education Plan (IEP) is formulated and implemented in the school.  Moreover, with the provision of diversified learning activities, students’ nine generic skills are further developed and their self-esteem is enhanced.  On the one hand, teachers hold regular meetings, where different groups of students’ special educational needs, academic, sports and aesthetic development are discussed and recorded.  On the other hand, the school provides all students with different learning experiences during lunchtime, including Multiple Intelligences Lesson and after-school remedial classes.  Based on students’ interests, abilities and potentials, each student is provided with various learning experiences in the domains of physical and aesthetic development.  For instance, Movie Making, Magic Show, Inclusive Kin-Ball Tasting Day, Glockenspiel Class and so on.  In addition, the school works closely with external organisations, aiming to provide students with advanced training opportunities in terms of academic, physical and aesthetic development.  Students are encouraged to actively participate in public competitions, and broaden their life experiences as well as horizons.  Students have been awarded in various competitions and tournaments, for example, The ITTF Asian Para Championships, The Soft Tip Darts Competition, The Hong Kong Schools Music Festival, Graded Piano Solo, The Inclusion Story Telling Competition of the “Best Buddies Hong Kong” Movement, The GAPSK Hong Kong Putonghua (Mandarin) Recitation Competition, and so on.

Citing a student as an example, he suffered from Apert syndrome, with the malformations of hands and feet, and he has undergone several syndactyly separation operations.  Although his fingers can be separated, the mobility is still affected to a certain extent.  Through daily and classroom observations, teachers perceive his musical talents and interests, thus encouraging him to learn and be exposed to different instruments since childhood.  His intensive training on percussion and piano was conducted during "Multiple Intelligences Lesson".  Through home-school cooperation, his parents hired private piano tutor to provide more opportunities for his continuous piano training during leisure time.  Despite the skeletal deformities, he has cultivated the spirit of perseverance.  He is also diligent in practising piano and eventually his effort paid off.  At last, he won the first runner-up in piano solo of junior primary, a music competition organised by Talented Arts Association for the teens in Hong Kong.  Furthermore, with the school-based rapid diversified advancement, he also learns different video-editing skills, confidently displaying his talents on the YouTube channel, proving his self-empowerment is inspired.

In light of the launch of educational reform, the school proactively promotes students’ ‘learning to learn’, develops their versatile talents, with suitable learning activities and plans.  In addition to enhancing the independency and self-confidence, students’ good qualities are nurtured and their whole-person development is promoted, so that all students can integrate into the society, and become active in contributing for the society.