The analysis of parental expectations and preferences for further education and career placement after the graduation of their children with disabilities

Kuen Fung SIN, Fuk Chuen HO, Yan Wing LEUNG

Research output: Contribution to conferencePaper

Abstract

In response to reform of the senior secondary school curriculum, parents, professionals and schools voiced out the significance of the learning equity and opportunities of school graduates in special schools. Different parties urged the government to clarify the academic structure, curriculum arrangement and resources for these SEN students in senior academic structure reform. This was a territory-wide study on parental views and preferences of the senior secondary curriculum among special schools for students with mental handicap, physical handicap and visual impairment in Hong Kong. In the study, it was found that at the initial stage of policy planning, the further education opportunities of children with intellectual disabilities and multiple disabilities after the 9-year basic education were not fully considered. The opportunities remained unchanged and were of limited variety. Other than the extension program in the special schools, there was no innovative policy and practice in offering further education for these students. Parents were dissatisfied the limited choice of the further education and career placement for their children after the graduation at the age of 18. They expressed their strong view on the equal opportunity in the reform of senior secondary academic structure. With regard to the scenario of development, the study further reported the views and expectations and preferences of parents. Parents expected a clear division of secondary education into junior and senior, two stages, as opposed to a six-year education without such distinction. The curriculum, arrangements and assessment of senior secondary education should be further enriched and strengthened. Education and vocational training for schools leavers were expected. The results were significant and the empirical data provided teachers, school administrators, curriculum planners, teacher educators and the authority with the insights for further actions. The teacher education in empowering teachers meeting the special needs of disabled children in senior secondary education, particularly in the areas of transition program, curriculum and teaching and teaming for SEN adolescents were also concluded.
Original languageEnglish
Publication statusPublished - 2006

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Citation

Sin, K. F., Ho, F. C., & Leung, Y. W. (2006, November). The analysis of parental expectations and preferences for further education and career placement after the graduation of their children with disabilities. Paper presented at the Asia-Pacific Educational Research Association (APERA) International Conference 2006: Educational Research, Policy and Practice in an Era of Globalization, The Hong Kong Institute of Education, China.

Keywords

  • Educational Policy and Management