Bachelor of Education (Honours) (Special Needs) (Three-year Part-time)
Programme video: https://youtu.be/vnCHwV0iAnE
This Programme is the first add-on specialist degree in Hong Kong on special needs and inclusive education. The Programme, in line with the government's policy on integration, aims to provide specialist training for serving teachers or professionals to work effectively with learners with special needs in mainstream schools or special education settings. It also aims to significantly enhance the competencies of teachers so that they are able to collaborate and develop effective teams within the realm of the whole school approach whether they are based in special education settings or resource centres.
- The programme raises students' professional standards in special needs and inclusive education.
Choices of Electives
- Students may undertake elective courses according to their professional needs and interest, and base on what they have learned in these courses and their professional needs and interest to complete their final year project.
Interactive Learning Mode
- Students will be encouraged to reflect and build on their practical experience in catering for learning diversity through communication and coordination with other students in a stimulating teaching and learning environment.
This is a 3-year part-time in-service programme consisting of 60* credit points (cps). The programme is structured around 5 domains as follows:
|Domain||Credit Points (cps)|
|Final Year Project||Research Methods||3|
|Honours Project / Capstone Project||3|
|Common Core||General Education||3|
|Total credit points||60|
* Students without initial teacher training are required to take 6 additional cps (two courses) related to teaching & learning and classroom management.
This domain aims to broaden students’ educational value, interests and skills in removing barriers to learning and educating the whole person. It helps students develop new problem-solving strategies that are responsive to different learning needs of different classroom learners through a self-critical process. The courses are:
- Curriculum and Assessment for Inclusive Education
- School Guidance and Counselling
- Whole School Approaches to Inclusive Practices
- School-Family-Community Partnership
- Approaches to Teaching and Learning#
- Classroom Management Strategies for Effective Instruction#
# Students without initial teacher training are required to take these two additional courses.
The Core courses help students acquire the fundamental knowledge in special education and provide an overview on different types of special learning needs. The courses are:
- Perspectives in Special Education
- Catering for Diverse Learning Needs (I)
- Catering for Diverse Learning Needs (II)
Major Interdisciplinary Course
The Major Interdisciplinary Course “Human Development and its Challenges” is designed to equip students with theories and practices from an interdisciplinary approach based on developmental psychology and special needs in developing the awareness of the importance of all-round development of the whole person, and basic knowledge to cope with developmental challenges in students.
This domain comprises of 2 study areas:
Area A: Understanding Learning Diversity
These courses are designed to meet the training needs of students in addressing the challenges of teaching and learning in inclusive education settings or special schools. This area adopts a functional approach to reviewing the needs of learners as follows:
- Emotional and Behavioral Challenges (e.g. Autism Spectrum Disorders (ASD), Attention Deficit/Hyperactivity Disorder (ADHD))
- Different Cognitive and Perceptual Abilities (e.g. dyslexia, learning difficulties, giftedness, intellectual disability)
- Language, Physical and Sensory Difficulties (e.g. sensory impairments, communication & language disorders, physical disability)
Students are required to take 3 courses (9 cps) from Area A. They can choose to take the courses according to their professional needs and interest.
Area B: Curriculum Development and Inclusive Teaching
This area is designed to prepare students for effective teaching in classrooms by sensitively responding to different individual and diverse needs. It enhances students' understanding of the learners' learning difficulties and equips them with a range of pedagogies that value diversity.
Students are required to take 3 courses (9 cps) from Area B. They can choose courses from different subject areas below according to their professional needs and interest. The courses are:
- Understanding of SEN Students' Chinese Learning
- Intervention Strategies of Chinese Learning for SEN Students
- Curriculum Adaptation in ESL Learning for Students with SEN
- Interventions for ESL Students with SEN
- Development of Mathematical Concepts and Skills
- Teaching Mathematics to Students with Special Needs
- Using Technology for Inclusive Teaching in Mathematics
- The Development of Musical Art
- Strategies for Teaching Music to Students with Special Needs
- Music Activity and Creativity Workshop
- Motor Development of Children with Special Needs
- Teaching Physical Education to Students with Special Needs
- Adapted Sports and Activities for Students with Disabilities
- Child Development: Aesthetic and Creative Growth
- Visual Arts for Special Needs: Issues, Planning & Strategies
- New Trends in Visual Arts: Meeting Students' Diversity
Final Year Project
The course prepares students to develop a proposal for conducting a research-based project (Honours Project) or an inquiry-based project (Capstone Project) in their chosen areas. It introduces basic knowledge and principles of research, ethical issues in the research process and methodology for conducting research in education and related disciplines.
Honours Project / Capstone Project
Final Year Project allows students to pursue a relevant study of classroom practice in their own setting. Topics for the Project will emerge from students' studies in Education Studies and Major courses based on personal and professional interests. Students can opt for Honours Project or Capstone Project in their Final Year Project study. Honours Project aims to equip students with knowledge and hand-on experience to carry out scientific research in a specific area, which could be beneficial to students who plan for doing research postgraduate study in future. Capstone Project focuses on knowledge transfer in work-related context and enhancing students’ competency in the job market through inquiry-based learning. Students will be supported by programme lecturers with expertise in their project topics chosen.
Field Experience plays a crucial role in the programme, consisting of 2 components: Teaching Practice and Field Experience Portfolios. Students will be provided with opportunities to apply and put theories learnt in the programme into practice, and share and report on small groups collaborative teaching activities.
In order to broaden student’s perspectives in personal and professional development, a selection of general education courses related to well-being, positive thinking, stress management and healthy living are offered. Students are required to take one general education course (3 cps).
The compulsory 3-cps English Enhancement Course aims to help students acquire linguistics skills in both academic and social contexts. It prepares students to write coherent and organized academic texts by developing essential skills in critical thinking, reading and writing. In addition, the course will enhance student’s ability to make appropriate correspondence in the workplace.
Medium of Instruction
The programme is mainly conducted in Cantonese. For some courses, English or Putonghua is adopted as the medium of instruction when expertise in the domain is a prime consideration.
Field Experience (FE) Requirements
For students having a full-time teaching post in secondary / primary / special / international schools / kindergarten or early education and training centre (for SEN children) Note 1:
to have a minimum of 4 relevant periods Note 2 per week / per 5 to 7-day cycle during the course of study in the programme.
For students without a relevant full-time teaching post:
to make own arrangement to undertake 8 to 12 consecutive weeks of full-time block practice in secondary / primary / special / international schools / kindergarten / or early education and training centre (for SEN children) Note 1 during the FE supervision period Note 3 in each FE, and teach 4 to 6 relevant periods Note 2 per week / per 5- to 7-day cycle with not less than 48 periods Note 2 in total in each FE throughout the block practice period.
Lesson, Class Setting and Class Size
All students should teach lesson(s) Note 4 which is/are able to demonstrate their abilities in teaching and catering for students with special needs or learning diversity in regular class settings. Each class should have at least 10 pupils Note 5.
Teaching practice in Physical Education lessons are not allowed unless the students are qualified to teach the subject by having the qualifications (Qualified Teacher Status). Proof should be provided.
Note 1: refers to local schools / early education and training centers recognized by the Social Welfare Department.
Note 2: each period normally refers to a 30-40 minutes duration.
Note 3: FE Supervision period is normally from November to early May of the academic year.
Note 4: Field Experience Coordinator may require students to provide further details about the lessons they taught, e.g. curriculum, to consider whether they meet this FE requirement.
Note 5: For special schools or early education and training centres (for SEN children), the minimum number of pupils in a class is 8 according to the actual class size
Professional Qualifications / Career Prospects
- Graduates of the programme will be awarded with a Bachelor of Education (Honours) degree.
- Graduates of the programme are eligible to apply as a Registered Teacher (Special Needs) at the Education Bureau.
- Graduates may apply for teaching posts in primary, secondary and special schools if they meet the employment requirements as specified by individual schools.
- Graduates may also work in organizations which provide service to children with special needs*.
- Graduates of the programme may continue their professional development through postgraduate studies by pursuing Master's programmes. The University also offers Doctor of Education (EdD) programme and PhD programme for doctoral study in the various specialties.
- Please refer to the relevant EDB website for teacher registration-related matters.
* This programme does not lead to a Certificate in Special Child Care Work.
The programme is open to serving teachers holding a Certificate in Education or a Certificate of the Teachers of Children with Special Educational Needs (TCSEN) or equivalent. Applicants without the above qualifications but possess other post-secondary qualifications at QF level 4 or above (such as Associate Degree/ Higher Diploma) and with experience in teaching or working with learners with learning difficulties or special needs can also apply.
Applicants may be required to attend admission interviews to demonstrate their suitability for the programme.
(852) 2948 6886
Mr Yao Chiu
(852) 2948 6416