News & Events

News & Events

The attainment of $15.71 millions funding for the commencement of the 'Second Phase of the Jockey Club Diversity at Schools Project' led by Dr Hastings Chim


Recently, the Education University of Hong Kong’s application for funds to launch the Second Phase of the Jockey Club Diversity at Schools Project has been successful. The project will be led by Dr Hastings Chim (Senior Lecturer II of SEC), with Mr Michael Fung (Senior Lecturer II of SEC) as co-investigator and Professor Hue Ming Tak (Professor of SEC) as consultant.

In this project, project members will take up the role as the Learning Support Team to collaborate with three units in HKU and PolyU to provide learning support and training plus research assistance to the participating primary and secondary schools.  The duration will be three years and the amount of funding for EDUHK project team is $15,710,000.

At the end of the project, it is hoped that the Learning Support team can: 

  1. Maximize the school-based resources (e.g. manpower, expertise, funding on hiring other professional etc.) provided by the Government to better support students with diverse learning needs, 
  2. Extend Learning Support coverage from that provided by an individual (Learning Support Assistants, LSAs) to a team (the school-based learning support team) to support students with specific educational needs across Tiers 1 to 3, 
  3. Connect different stakeholders and segregated school-based support into a cohesive and student-oriented support plan through inter-professional communication and the use of (electronic Individualized Education Program) eIEP module in the Data Management Platform (DMP) 
  4. Enhance the professional capacity of the school-based Learning Support Teams: 
    1. Strengthen the leadership of Special Education Need Support Coordinators (SENCOs) 
    2. Support LSAs and Special Education Need Support Teachers (SENSTs) to use digitalized learning support measures and good teaching strategies to support students with SEN, such as Differentiated Instructions and any other SEN-effective teaching practice 
    3. Assist schools to train and deploy Learning Support Assistants to collaborate with SENCOs and SENSTs 
    4. Engage other professionals throughout the development of IEPs for students 
    5. Create electronic IEPs for students with SEN through the use of eIEP module 
  5. Co-develop an effective model for building and deploying the school-based Learning Support Team with the experts from Learning Support team, Evaluation and Dissemination team (ED team) and seconded teachers. 

Practically, the Learning Support team will take up the role of model building in effective deployment of school-based supporting team, focusing on the following three areas: 

  • Use of eIEP as a data-formed, digitalized support measure, knowledge and communication tool 
  • Training and development of school-based leaning support, riding on existing school resources 
  • Collection of good support practices, such as through the use of digitalized learning support measures, use of Differentiated Instruction (DI) and other SEN-effective support strategies.   
  • Develop training manual for setting up school-based learning support team, conceptualization of practice, integrated platform for teachers’ resources and databases.  
  • Offer pre-service teacher seminars.  
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