Teaching development grants final and financial report: Empowering BEd students for catering for diversity in their field experience work

Research output: Other contributionTDG

Abstract

Inclusive Education has been implemented in Hong Kong for more than a decade. The recent statistics in 2017 is about 42 integrators in average in each school. The empowerment of BEd students with the necessary knowledge and skills in teaching students with SEN becomes an important component in teacher education. Although BEd students complete the core course "School Guidance and Managing Diversity (SED3001)" and some special needs electives, their competency in catering for the diverse needs is always a concern. Many BEd students are not well prepared for teaching SEN students or feel helplessness in their field experiences. Without adequate skills and appropriate strategies, they may have difficulties in managing the learning and behavioral problems of SEN students in classes. In regard to this professional need, this project aims at supporting our BEd students to overcome the challenges of SEN in schools by developing a sustainable and innovative mode of professional support. Guidebook/ Manuel for managing SEN in Field Experience, On-line case studies for skill analysis and mentorship in Field Experience for problem solving have been provided. The deliverables and mode of support are further disseminated among students with the support of CSENIE.
Original languageEnglish
Publication statusPublished - 2017

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Citation

Sin, K. F. (2017). Teaching development grants final and financial report: Empowering BEd students for catering for diversity in their field experience work. Hong Kong: The Education University of Hong Kong.

Keywords

  • Teaching Development Grant (TDG) Report
  • TDG project code: T0176
  • Period: TDG 2015-2016
  • Teaching Development Grant (TDG)
  • Inclusive education
  • Special Educational Needs
  • Field experience
  • Reflective Inquiry
  • Mentoring
  • Diversity