Parental account of support for specific learning difficulties in Hong Kong

Kim Fong POON-MCBRAYER, Philip Allen MCBRAYER

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

Parents play a significant role in the education of children with special needs. Recent national policies have aimed to improve support for students with specific learning difficulties and their families in Hong Kong. Literature on the experiences of children with specific learning difficulties in Hong Kong is scarce. This study, by Kim Fong Poon-McBrayer of the Hong Kong Institute of Education and Philip Allen McBrayer of the University of Guam, attempts to capture a glimpse of the support for students with specific learning difficulties through their parents' account of experiences with school practices. Findings indicated parents' frustration over the use of grade retention as a remedial method, the use of expulsion as a disciplinary strategy, limited instructional support, and a lack of school-initiated communication to inform, engage or support parents in the special education process which in turn resulted in a poor home–school relationship. Recommendations centred on policy enforcement, reducing class size and teacher workload, and improving home–school relationships. Copyright © 2013 NASEN.
Original languageEnglish
Pages (from-to)65-71
JournalBritish Journal of Special Education
Volume40
Issue number2
Early online dateJun 2013
DOIs
Publication statusPublished - 2013

Citation

Poon-McBrayer, K. F., & McBrayer, P. A. (2013). Parental account of support for specific learning difficulties in Hong Kong. British Journal of Special Education, 40(2), 65-71.

Keywords

  • Specific learning difficulties
  • Home–school relationships
  • Inclusive education policy
  • School accountability

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