XN000022-1995-06-14 — Page 17

- 2 -

The policy enshrined in the 1977 White Paper that as many disabled children as possible should be enabled with appropriate support services to receive education in ordinary schools has been a cardinal principle guiding the development of special education services.

In accordance with the ambitious targets set in the White Paper, the number of special schools was increased by mid 1980s to 61 offering a total of 8,092 places. Special and resource classes expanded in parallel- there were 426 such class giving a total of 9,265 places. To improve the quality of special education, the teacher to classes ratio was increased from 1.3 for primary or 1.4 for secondary to 1.5 for both. The reduction of class size which had already started in the seventies was extended to other categories of disability including the maladjusted. Other provisions in the Code of Aid for Special Schools were revised to include enhanced provisions of para- medical and ancillary staff such as physiotherapists, social workers etc. As an integral part of development, teacher training in the education of children with special education needs was improved.

Two other important developments also took place around the same time. The first related to the introduction of a combined screening programme for children at Primary one level to facilitate the early identification of hearing, vision, speech or learning problems so that children identified could receive early remedial services. This service has since become an exceptionally useful tool in planning our special educational services.

The second related to the introduction of an Intensive Remedial Support Service for children being educated in special or resource classes in ordinary schools. This service was subsequently developed to include peripatetic service, school-based remedial service and non-school-based support services at resource centres. This comprehensive range of remedial and support services enabled more and more handicapped children, in particular, those who were visually or hearing-impaired, physically or mildly mentally handicapped children to receive school education alongside their peers, thereby laying the ground for further development in integration.

Developments in the late 80's and carly 90's was characterised by further improvements in teacher education, a new approach in meeting the special needs of junior secondary students through curriculum restructuring and extending the concept of special education to gifted children.