Support Measures
Specific Learning Difficulties in Reading and Writing (Dyslexia)
In general, schools implement the tiered intervention model on learning and teaching and provide support services to students with dyslexia according to their individual needs by:
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providing quality Tier-1 whole class teaching with effective evidence-based teaching methods and resources to help students with dyslexia to build up their basic literacy skills through structured teaching and multi-sensory teaching methods and enhance their reading fluency and mastery of effective learning strategies;
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adjusting teaching strategies and providing additional support according to the needs of students with dyslexia, such as giving them additional attention and instructions in class, and arranging support from peers or parent volunteers;
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conducting formative assessment on students’ learning progress and providing small-group Tier-2 learning support to them, or individualised Tier-3 intensive learning support for those with persistent learning difficulties despite the intervention rendered; and
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making special arrangements in examinations in accordance with the needs of students with dyslexia, such as giving extra time allowance, providing special format of examination papers, or making special arrangements for answering questions. Further information about special examination arrangement can be found at the Guide on “Special Arrangements for Internal Examinations for Students with Special Educational Needs”.
Developmental Coordination Disorder (DCD)
To support students with Developmental Coordination Disorder (DCD), schools are advised to seek the views of teachers and professionals such as doctors, physiotherapists or occupational therapists, in order to understand the students’ physical condition, handwriting ability and speed, etc. and discuss with the students and their parents appropriate arrangements in learning and tests/ examinations. Schools provide support services to students with DCD according to their individual needs by:
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modifying classroom facilities such as enlarging the desks and adding borders, reducing the number of stationery on desks as students with DCD have poor body balance and posture control so that the stationery won’t fall down easily from desk;
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allowing more time and making simple adjustment in self-care activities (e.g. tying school ties and tying shoelaces);
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practicing a good writing posture through pencil grip training, and paying attention to finger position;
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improving other sensory muscles to enhance pen control skill;
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paying attention to writing posture, especially wrist posture, paper position, stroke order and lighting if students with DCD are left-handed;
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providing homework accommodation such as focusing on content rather than students’ handwriting quality, reducing the requirements for writing assignments (including both quality and quantity), reducing repeated correction, allowing more time for homework submission, exempting English cursive writing and allowing students with DCD to use larger grids or more space to write; and
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providing special examination arrangements according to the needs of students with DCD, such as extra time allowance and modifications in response format. For more information on special exam arrangements, please refer to the Guide on “Special Arrangements for Internal Examinations for Students with Special Educational Needs”.