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EDUCATION
academically less-able students. These schools were given greater flexibility and additional manpower to provide remedial services for their students.
The operation of the Supportive Remedial Service for hearing-impaired primary school students who attend mainstream schools is very effective and a pilot project of the service for junior secondary students was launched in September 1994. It proved to be an effective support for these hearing-impaired students in mainstream secondary schools.
In December 1997, there were 62 special schools, including a hospital school, schools for children who were blind, deaf, physically handicapped, mentally handicapped or with adjustment problems. Of these, 18 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 schools and special education 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 life experiences of day and residential students. The CDC's Special Education Co-ordinating Committee, with members from government departments and schools, advises on the curricular aspects based on pupils' special educational needs. A home-based teaching programme let children who were home-bound for health reasons continue their education. A three-year pilot project, School-based Programme for Academically Gifted Children, in 19 volunteer primary schools was completed in August 1997. During the year, preparation was under way to review the project. A report on the project is expected to be completed in mid-1998, with recommendations regarding further development of gifted education services.
The Fung Hon Chu Gifted Education Centre was officially opened in December 1995. It provides gifted primary and secondary students with suitable enrichment programmes and training courses. It also holds various seminars and workshops to enhance parents', teachers' and other professionals' understanding of gifted students' needs.
International Schools
International schools form an important social infrastructure of Hong Kong to maintain our status as an international business centre and a vibrant and cosmopolitan community. In September 1997, 23 769 students were enrolled in more than 40 international schools offering more than 10 curricula including American, Australian, British, Canadian, French, German-Swiss, Indonesian, Japanese, Korean and Singaporean. In the 1997-98 school year, 24 of Hong Kong's international schools operated up to secondary level, and 35 at primary school level. There were 30 kindergartens and a special school.
Teacher Education and Quality
Pre-service and in-service teacher education programmes, at sub-degree and degree levels, are provided by tertiary institutions funded through the UGC. In-service