Support for Students with Special Educational Needs in Universities in Hong Kong: An Overview of the Issues

Abstract

The concepts of integrated education and inclusion have been advocated since the 1970s in policy documents of the Hong Kong government. Upholding principles of equal opportunity, most students with special educational needs (SEN) generally now receive their primary and secondary education in ordinary schools, alongside their typically developing peers (Education Bureau 2010). Although local primary and secondary schools are encouraged to cater for students with diverse learning needs by taking a ‘whole school approach’, there is no particular support model recommended for addressing the needs of students with learning difficulties in the higher education sector. This chapter reports the findings from a study that explored support for students with SEN in universities in Hong Kong. Government policies, reports, research papers and practical guidelines associated with provisions of support for students with SEN were reviewed. Interviews were conducted with 26 informants, including local and overseas university students with SEN, university personnel, educators and parents of university students with SEN. The chapter identifies important issues associated with supporting students with SEN in higher education, such as resource allocation, professional development of staff, government support, collaboration among professionals and legislation. Some, if not most, of these issues are likely to be equally relevant in other higher education settings in the Asia-Pacific region.