EDUCATION
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assessments are given audiological, speech, psychological or educational assessments at special education services centres or at schools. Some are referred for ophthalmic advice.
Children identified as having special educational needs are integrated into ordinary schools as far as possible. They are placed in special schools only when their handicaps are such that they cannot benefit from the ordinary school programmes. In June 1996, there were 71 sight-impaired, 724 hearing-impaired and 128 physically handicapped students integrated into normal schools, with the help of supportive services from Education Department.
In April 1996, there were 63 special schools, including a hospital school, schools for children who were blind, deaf, physically handicapped, mentally handicapped or with adjustment problems. Seventeen schools provided residential places. Besides being staffed by specially trained teachers, the special schools were supported by specialists such as educational psychologists, speech therapists, audiologists, physiotherapists, occupational therapists, school nurses and social workers.
Special education classes in ordinary schools cater for children with sight, hearing and learning difficulties. Services for children integrated into ordinary classes include school-based or centre-based intensive remedial support in the basic subjects, behavioural guidance to children and advice to teachers on how to help children with special needs.
A home-based teaching programme let children who were home-bound for health reasons continue their education. A school-based remedial support programme and a school-based psychological service were also implemented to support secondary schools with a high intake of academically less-able students. These schools were given greater flexibility and additional manpower to provide remedial services for their students.
Special schools and classes generally follow the ordinary school curriculum, with adaptations or special syllabuses, where appropriate, to cater for the children's varied learning needs. Special schools give particular attention to daily living skills, and offer extra-curricular activities to enrich the practical life experiences of day and residential students. The Curriculum Development Council's Special Education Co- ordinating Committee, with members from government departments and schools, advises on the curricular aspects based on pupils' special educational needs.
The operation of the Supportive Remedial Service for hearing-impaired primary school students who attend mainstream schools is very effective and a two-year pilot project of the service for junior secondary students was launched in September 1994. It proved an effective support for these hearing-impaired students in mainstream secondary schools.
The three-year pilot project School-based Programme for Academically Gifted Children, which commenced in 1994 in 19 volunteer primary schools, will be evaluated in 1997, its final year of implementation. A report will be prepared to review the effectiveness of the project and to make recommendations regarding the future development of gifted education.
The Fung Hon Chu Gifted Education Centre was officially opened in December 1995. It provides the identified gifted primary and secondary students with suitable enrichment programmes and training courses. It also conducts various seminars and