Issue No.5 - Faculty of Education - The University of Hong Kong

Issue No. 5
Faculty of Education
The University of Hong Kong
In this issue:
Major Event: The
10th Biennial Conference
of IASE
Memories of IASE
10th Biennial Conference:
A Wonderful
Experience for All
Welcoming Speech at
the IASE Opening
Feature Article (From
the keynote speech of
the IASE 2007 Conference)
The Marden Forum
on Special Education
& Rehabilitation
(2006-2007)
Report: Progress of
the SAME Curriculum
Project
Report: Professional
Collaboration
Report: International
Networking
Report: Professional
Services in Mainland
China
Report: CASE Annual
General Meeting
1
3
4
5
7
8
9
9
10
10
Farewell Message 11
Welcome New Faces
of CASE
Professional Sharing
on Education for the
Blind
11
12
Publication Highlights 14
From the Desk of the
Editor
15
Acknowledgements 15
Membership News 16
Call for
Contributions
16
CENTRE FOR ADVANCEMENT IN SPECIAL
EDUCATION
Supported by The Lady Helen Woo Special Education Development Foundation
CASE News
Volume 3, No. 1 第三期 第一號
The Grand Finale of a Conference Trilogy
January 2008
Major Event: The 10 th Biennial Conference of IASE
RAYSON HUANG THEATRE was once again filled to the brim for the third time in a stretch of
three years by local and overseas delegates who had come with a common goal to search for
excellence in special education. The occasion: The Tenth Biennial Conference of the International
Association of Special Education (IASE); the theme: ”Global Challenges in Special Needs Education:
Past, Present and Future”; the date: June, 11, 2007. CASE was privileged to co-organize the Conference
with IASE. Prior to this in December 2004, CASE had the honour to co-organize the Hong
Kong Red Cross Special Education and Rehabilitation Services 50 th Anniversary International
Conference and in June 2006, CASE staged its own Inaugural International Conference. Like the
previous two conferences, this final “play” of a Conference Trilogy touched on issues that evolved
around the changing roles and missions of special education.
More than 300 distinguished delegates from over 30 countries around the world attended the
conference, with no less than 200 of them from outside Asia. Most of them were academics from
tertiary institutions, teacher educators and frontline practitioners in the field of special education
and rehabilitation. (continued on next page)

2
Vice Chancellor’s Reception
The program of the Conferences kicked off on June 10, 2007 with the Vice-Chancellor’
Reception. Prof. Nirmala Rao, Acting Dean of the Faculty of Education joined with guest
-of-honor, Mrs. Fanny Lam, Principal Assistant Secretary (School Administration & Support)
from the Education Bureau, gave a warm welcome to delegates. The highlights of
the Reception were the two outstanding performances by students of Lutheran School
for the Deaf and Caritas Pelletier School, which received great appreciation and applause
from the audience.
Opening Ceremony
CASE News 啟訊
At the Opening Ceremony on June 11, which was
officiated by Prof. Nirmala Rao, Acing Dean, Mrs.
Betty Ip, Deputy Secretary of the Education Bureau
and Mr. Chong Chan-yau, Director of Student Development
of the Hong Kong University, Dr. Beverley
Johns, Chairman of IASE traced the intention
of IASE to hold their conference in Hong Kong back
to 2003. It was canceled in the last minute because
of SARS. They spared no time in securing the second
opportunity and with the dedicated hard work
of the IASE Organizing Committee and the Local Organizing Committee, it finally became a
reality. In the welcoming speech Prof. Rao highlighted the achievements of Hong Kong in service development and teacher
education for children with special needs over the last fifty years and its unique position in facilitating professional interchange
between east and west. Mrs. Ip, the officiating guest from the Education Bureau, took the occasion to outline the government’s
policy and plans in implementing and promoting integrated education. Speaking from his personal experiences (and feelings) as
a disabled person, Mr. Chong, the officiating guest traced the challenges that disabled persons had to face in overcoming
barriers and restoring their opportunities (and rights) to education. While commending the government and tertiary institutes
for their effort in improving the facilities, access and opportunities to higher education for disabled persons, he made several
recommendations on how this could and should be further improved to ensure true equity in education.
Keynote Speeches
Prof. Micheal Hardman, Dean of Education, University of Utah, presented the first
keynote of the Conference on the topic of “Politics and Policies that Impact Special Education
Around the World”. Prof Hardman first drew our attention to the relationship between
globalization and education and how this had affected education in the US and countries
around the world. He went on to share his perspective of the international trend in the policy
on the education of students with special needs, emphasizing the shifting of two major concepts
i.e. from segregation to inclusion. Speaking of future challenges, Prof. Hardman urged
governments around the world to focus on the “rights” of students with special needs. The
community should also be involved in increasing access to education and cultivating positive values about the “educability” of
students with special needs.
Dr. Kathleen L. Lane, Assistant Professor, Vanderbilt University, was the second keynote speaker. The title she
presented was “Identifying and Supporting Students at Risk: Recommendations for Three-tiered Models of Support ”. Dr. Lane,
an Assistant Professor in the Department of Special Education at the Vanderbilt University and an investigator in the Vanderbilt
Kennedy Center, is an expert in the research on the efficacy of writing interventions for students with emotional and behavioral
disorders (EBD). In her keynote, she presented cases on the prevention of anti-social behaviors in schools. She also pointed out
the relationship between learning and behavioral problems. Dr. Lane further claimed that for students with EBD unfavourable
school outcomes might have negative impact on post-school outcomes; therefore, improving their academic performance and
social development was an urgent issue. She ended her speech by suggesting that students would succeed better with the design
of school-wide identification and intervention systems.
(continued on next page)

Volume 3, No. 1 第三期 第一號 3
Parallel Sessions
Over 200 papers were presented in the parallel sessions of the 3-day program. Apart from the usual research papers innovative
and effective intervention for children with disabilities such as autism, ADHD, EBD, giftedness, and dyslexia, there were a good
number of papers addressing the practice on inclusive education and the challenges, with one full-day session on the ecology of
special education and inclusive education in Poland and Central Europe. One highlight of the parallel sessions was the Showcase
of Hong Kong Program. Over 10 papers were presented under this program by academics and professionals from Hong Kong
on issues and challenges of special education that Hong Kong was facing.
Children Arts Exhibition
Memories of IASE 10 TH Biennial Conference: A Wonderful Experience for All
By Dr. Beverley Johns, IASE President
One of the most attractive events of the Conference which received a lot of appreciation
from delegates was the Children Art Exhibition. A total of 15 special schools, mostly from
Hong Kong participated in the Exhibition The exhibits covered drawings, painting, art crafts
produced exclusively by pupils in special schools and all were of very high quality. Delegates
were deeply impressed by the beauty, range and authenticity of the art pieces and the warmth
generated by the reception of the teachers and pupils at the booths. The Exhibition was in
some ways a showpiece of the achievements of Hong Kong in special education.
With over 300 individuals coming from 30 different countries to experience the warm hospitality of
Hong Kong, the International Association of Special Education’s Conference will be remembered in
our history as an outstanding one. IASE thanks the representatives from CASE and The University of
Hong Kong for all of their hard work and hospitality. From the time we arrived at the airport and
were greeted with welcome signs from the Hong Kong Tourism Board until we arrived at our hotels
and the University, we will never forget the warm greetings we received. To all of the hard-working members on the Local
Organizing Committee, I extend a huge thank you. IASE’s 10 th Biennial Conference created so many positive memories.
Our common purpose—making the world a better place for students with special needs—gives us a sense of camaraderie and
provides us with a vehicle for communication. As I talked with representatives from so many countries when we were together
in Hong Kong, I knew our conference brought us together to improve services for students wherever they live. I hope that all
of us will continue to dialogue and network with each other until the next time we are together. We have made new friends
from all over the world, thanks to our time in Hong Kong and look forward to working with them and growing professionally
because of each of them.
The Evaluations completed by attendees (or delegates as they are called in Hong Kong) were very positive. One evaluator said:
“There was just too much to do.” With all of our planning to assure a whirlwind of activities, we consider that the highest
compliment. Networking, attending sessions, attending excellent Keynotes and Plenary sessions, interacting with the IASE blue
-shirted students who did so much to make the Conference run smoothly, going on the variety of tours, sharing meals with each
other, taking in the many sights in Hong Kong—all of these activities made for a busy and fulfilling conference.
The conference was a true team effort in organization and quality.
A special thanks to all of you who completed the evaluations for the Hong Kong conference. I have read each one of them and
we will use them as guidance for our 2009 11 th Biennial Conference. I am most appreciative of the many positive comments that
were offered and am as appreciative of the suggestions you have made for improvements for our next conference. Those
positive comments and the suggestions will drive our planning for the future. We grow as an organization because of all of you.
Until our next conference, please communicate with us and visit our website (www.iase.org) often to learn about the events we
have planned. In closing, I say to all of you Thank You – “Xiexie” -- for all of your efforts on behalf of students with special needs.

4
Welcoming Speech at the IASE Opening Ceremony
By Prof. Nirmala Rao, Acting Dean, Faculty of Education,
the University of Hong Kong
CASE News 啟訊
It is my privilege and honor as the Dean of the Faculty of Education of the University of Hong
Kong to welcome distinguished guests, Board members of IASE, Conference delegates to Hong
Kong and to the 10 th Biennial Conference of the International Association of Special Education
(IASE). IASE is a world renowned professional organization with members coming from countries
all over the world. We are indeed honored and proud to have been chosen by them as the co-organizer of the Conference
and as the venue for promoting professional exchange and stimulating international collaboration in the pursuit of excellence
and higher quality in special education.
Hong Kong is blessed with a unique and extraordinary location in history and geography in the development of special education.
Historically, its long association with the United Kingdom provided practitioners with free and easy access to the wealth
of research and advanced practice in the western world, while our renewed link with China after 1997 inspires us to search for
innovative means to match current world trend to the developing system in China. Geographically it lies favorably in the heart
of the Asian region and is the perfect hub where East and West meet. On such a fertile and favorable land Hong Kong has
witnessed and progressed through many stages of development in policy and practice in special education and has been constantly
sensitive and responsive to world trend in service paradigm.
Our history of special education can be traced back for more than a hundred years with the establishment of schools for
students with visual and hearing disabilities. Our first special school for physically disabled children dates back to more than 50
years ago, and since 1960 a special unit in the Education Department (now called Education Bureau) has been designated special
responsibilities to look into the development and quality of education services for children with special needs. Our teacher
education for specialist teachers in special needs education began as early as the sixties and has now moved up to graduate and
post-graduate levels. With a steadily growing professional core dedicated to the advancement in special education, Hong Kong
has been responsible for developing many innovative approaches in education services for children with special needs and for
channeling advanced concepts and practice from developing countries to the Asian regions. We cherish this challenging role of
bridging the East with the West and in disseminating our modifications of successful models to our colleagues in Mainland China
and in the neighboring countries.
International conferences are one effective means to facilitate such regional and international collaboration and exchanges. I am
sure that with such a community of high-power and high-quality professionals gathering here in Hong Kong for the IASE
Conference events, new visions, new perspectives and new missions will be generated, mapped and brought back to delegates’
homelands to sow the seeds of further advancement in the education for children with special needs.
It is in this context of mutual fertilization and communal collaboration that I want to welcome our delegates again to the
University of Hong Kong. While you indulge in the professional exchanges in the serenity of the University Campus, do not
forget to venture out to witness and experience the excitements and beauty of the dazzling Pearl of the Orient, which is Hong
Kong.
Finally may I end by conveying my sincere wish to the Conference for its success and smooth running. It has taken IASE 20 years
to choose Hong Kong as their host venue. I hope we do not have to wait another 20 years for the next one.

Volume 3, No. 1 第三期 第一號 5
Feature Article ( From the Keynote Speech of the IASE Conference)
Identifying and Supporting Students At Risk:
Recommendations for Three-tiered Models of Support
By Dr. Kathleen Lynne Lane, Department of Special Education,
Vanderbilt University
Dr. Kathleen Lynne Lane is an Assistant Professor in the Department of Special Education at the
Vanderbilt University and an investigator in the Vanderbilt Kennedy Center. She is the primary investigator
of Project WRITE, a Goal Area 2 Grant funded through the Institute for Educational Sciences.
Project WRITE will examine the efficacy of writing interventions for students with emotional
and behavioral disorders who are also poor writers. She is also the Principal Investigator of an OSEP
directed project studying positive behavior support at the high school level and the Principal Investigator
of a field-initiated project studying prevention of behavior disorders at the elementary level. She
serves on 5 editorial boards including Exceptional Children, The Journal of Special Education, and
Journal of Emotional and Behavioral Disorders. Dr. Lane has authored three books and published over
60 refereed journal articles and book chapters.
Introduction
Up to 20% of school age children have behavior patterns suggestive
of emotional and behavioral disorders (EBD;Walker, Ramsey &
Gresham, 2004). Although most often recognized for their externalizing
behaviors (e.g. coercive and aggressive tendencies; impaired
social interactions), students with EBD may also have internalizing
behaviors (e.g. anxiety, depression, and somatic complaints).
Without the necessary interventions and supports, these youngsters
pose serious challenges to the school system as well as society
as a whole (Kauffman, 2005). For example, students with EBD have
high rates of academic failure and impaired interpersonal relationships
while in school (Trout, Nordness, Pierce & Epstein, 2003;
Wagner & Davis, 2006) and they continue to struggle beyond the
school setting as evidenced by high rates of unemployment, negative
employment experiences and continued need for mental health
services (Bullis & Yovanoff, 2006). Given that students with EBD
struggle academically, socially and behaviorally, it is important that
schools address the multiple needs of students with and at risk for
EBD. It is particularly essential because many students with EBD will
not qualify for special educational services under the Individuals
with Disabilities Education Improvement Act (IDEIA, 2004). In fact,
less than 1% of the school age population is served in the emotionally
disturbed category. Consequently, it is necessary for
schools to be prepared to support students with and at risk for EBD
in the general education setting .
Three-tier Models of Positive Behavior Support
Fortunately, there has been a movement towards emphasizing the
school as an agent of change, within the context of three-tiered
models of positive behavior support (Horner & Sugai, 2000). These
models contain primary, secondary and tertiary levels of prevention.
As part of the primary plan, school-wide expectations are
taught explicitly and students are given an opportunity to practice
and receive reinforcement for meeting these expectations. Students
who are non-responsive go on to receive targeted supports
in the form of secondary or tertiary prevention efforts. These
models contain the necessary components to (a) prevent the
development of behavior problems that may lead to EBD and (b)
respond to existing instances of EBD with secondary and tertiary
prevention efforts (Lane, 2007)
However, many of the three-tier models currently in place are
incomplete in two ways. First, often these models do not employ
validated systematic screenings to identify students requiring
more focused supports. Second, too often the secondary and
tertiary prevention supports employed have not been validated to
meet the academic and behavioral needs of students with EBD.
Moving forward, it is imperative that researchers and practitioners
should work to complete three-tiered models by addressing both
of these absences (Lane, 2007).
Systematic Screenings
Central to the three-tiered model is the identification of “who
needs more” – namely, systematic, data-based identification of
students who are not responding to primary prevention efforts.
Rather than relying primarily on teacher nominations to identify
students with behavioral patterns that warrant additional support,
I recommend that models be modified to included psychometrically-sound,
systematic screening tools. Presently there are a
number of cost effective, feasible, and valid screening tools available
for use at the elementary level such as the followings: Systematic
Screening for Behavior Disorders (SSBD Walker & Severson,
1992), the Student Risk Screening Scale (Drummond, 1994), and the
Strengths and Difficulties Questionnaire (SDQ Goodman, 1997). Yet,
these are but a few screening tools available for use at the middle
and high school levels. The SDQ is one such measure available for
(continued on next page)

6
across the K-12 span. There is also initial evidence to support using
the Student Risk Screening Scale in middle (Lane, Parks, Kalberg &
Carter, 2007) and high schools (Lane, Kalberg, Parks, & Carter, in
press).
Moving forward it is important to continue to develop feasible,
effective screening tools that can be used to identify students with
EBD in middle and high schools. Further, the research and teaching
communities need to collaborate to institutionalize screening
practices across the K-12 continuum, with a goal of identifying and
supporting students with and at risk for EBD.
Targeted Supports: Evidence-based Practices
Once identified, it is important to provide evidence-based interventions
to address their academic, social, and behavioral needs. A
range of criteria are currently being used to define “evidence-based
practice.” To be frank, applying such criteria is not straight forward,
often making it less than a simple task to determine if a practice is
indeed evidence-based.
If such interventions have not yet been developed, then it will be
necessary to conduct rigorous evaluations within three-tiered
models to test the effectiveness of promising practices (Robertson
& Lane, 2007; Lane, Harris, Graham, Weisenbach, Brindle & Morphy,
in press). The later can be accomplished by conducing single
case and group design investigations at the secondary level that
adhere to core quality indicators recommended for determining
evidenced-based practices (see Gersten, Fuchs, Compton, Coyne,
Greenwood & Innocenti, 2005; Horner, Carr, Halle, McGee,
Odom & Wolery, 2005). Once such practices are identified, then
the goal is to strike a balance between scientific rigor and feasibility
to ensure that desired practices are not only identified but sustained.
Conclusion
Ultimately, the goal of all intervention work is to identify ethical
methods of obtaining meaningful change that sustains (Baer, Wolf &
Risely, 1968). As I look to the future, I contend that three-tiered
models of support have tremendous potential to prevent the
development of EBD and to better support students with EBD.
Refining the methods used to identify students requiring secondary
supports and then either (a) employing evidence-based practices
and/or (b) testing promising practices that have not yet been
validated, has the likelihood of allowing this population to be better
served in the general education setting. For a more detailed discussion
of these recommendations, I refer the reader to Lane
(2007).
References
Baer, D. M., Wolf, M. M., & Risley, T. R. (1987). Some still-current
dimensions of applied behavior analysis. Journal of Applied
Behavior Analysis, 20, 313-327.
Bullis, M & Yovanoff, P. (2006). Twenty-four months after high
school: Paths taken by youth diagnosed with severe
emotional and behavioral disorders. Journal of Emotional
and Behavioral Disorders, 14, 99-107.
CASE News 啟訊
Drummond, T. (1994). The Student Risk Screening Scale (SRSS).
Grants Pass, OR: Josephine County Mental Health Program.
Gersten, R., Fuchs, L. S., Compton, D., Coyne, M., Greenwood, C.,
& Innocenti, M. S. (2005). Quality indicators of group
experimental and quasi-experimental research in special
education. Exceptional Children, 71, 149-164.
Goodman R (1997) The Strengths and Difficulties Questionnaire: A
Research Note. Journal of Child Psychology and Psychiatry,
38, 581-586.
Horner, R. H., Carr, E. C., Halle, J., McGee, G., Odom, S., & Wolery,
M. (2005). The use of singe-subject research to
identify evidence-based practice in special education,
Exceptional Children, 71, 165-179.
Horner, R. H., & Sugai, G. (2000). School-wide behavior support:
An emerging initiative. Journal of Positive Behavior Interventions,
2, 231-232.
Individuals with Disabilities Education Improvement Act of 2004, 20
U.S.C. 1400 et esq. (2004). (reauthorization of Individuals
with Disabilities Act 1990).
Kauffman, J. (2005). Characteristics of emotional and behavioral disorders
of children and youth (8 th ed.). Upper Saddle River,
NY: Pearson Merrill Prentice Hall
Lane, K. L. (2007). Identifying and supporting students at risk for
emotional and behavioral disorders within multi-level
models: Data driven approaches to conducting secondary
interventions with an academic emphasis. Education
and Treatment of Children, 30, 135-164.
Lane, K.L., Harris, K., Graham, S., Weisenbach, J., Brindle, M., &
Morphy, P. (in press). The effects of self-regulated
strategy development on the writing performance of
second grade students with behavioral and writing
difficulties. Journal of Special Education.
Lane, K. L., Kalberg, J. R., Parks, R. J., & Carter, E. W. (in press).
Student Risks Screening Scale: Initial evidence for score
reliability and validity at the high school level. Journal of
Emotional and Behavioral Disorders
Lane, K. L., Parks, R. J., Kalberg, J. R., & Carter, E. W. (2007).
Student Risk Screening Scale: Initial evidence for score
reliability and validity at the middle school level. Journal
of Emotional and Behavioral Disorders, 15, 209-222.
Robertson, E. J., & Lane, K. L. (2007). Supporting middle school
students with academic and behavioral concerns within the
context of a three-tiered model of support: Findings of a
secondary prevention program. Manuscript submitted for
publication.
Trout, A. L., Nordness, P. D., Pierce, C. D., & Epstein, M. H. (2003).
Research on the academic status of children with emotional
and behavioral disorders: A review of the literature
from 1961 to 2000. Journal of Emotional and Behavioral
Disorders, 11, 198-210.
Wagner, M., & Davis, (2006). How are we preparing students with
emotional disturbances for the transition to young
adulthood? Findings from the National Longitudinal
Transition Study-2. Journal of Emotional and Behavioral
Disorders, 14, 86-98.
Walker, H. M., Ramsey, E., & Gresham, F. M. (2004). Antisocial
behavior in school: Evidence-based practices (2nd ed.).
Belmont, CA: Wadsworth.
Walker, H. M., & Severson, H. (1992). Systematic screening for
behavior disorders: Technical manual. Longmont, CO:
Sopris West.
Authors Note:
I would like to thank Bob Gable and Bev Johns for the opportunity to be
a keynote speaker at IASE’s 10 th Biennial Conference. Also, I would like to
thank my esteemed former student and now colleague, Jemma Robertson
Kalberg, for her contributions to the work presented. Without her
talents and commitment, this work would not have been possible.

Volume 3, No. 1 第三期 第一號 7
The Marden Forum on Special Education & Rehabilitation (2006 (2006-2007)
(2006 2007)
Two more seminars were organized to round up the 2006-2007 Series of the Marden Forum on Special Education and
Rehabilitation. The second seminar of the Series was conducted on February 7, 2007 on the topic, “Integrating Special Educational
Needs with the Systematic Approach to Mainstream Education (SAME) Curriculum”. The seminar, which attracted an
audience of nearly 200 people, introduced for the first time to the public a research project, the SAME Curriculum Project,
which CASE has been developing with a network of special schools. The keynote speech of the Seminar was presented by Mr.
Keith Humphreys, the Project Consultant, who outlined the rationale behind the concept of an inclusive curriculum for
students with intellectual disabilities and how this could be incorporated into the mainstream curriculum of Hong Kong. The
keynote was followed by sharing sessions from participating members of the school network project.
Particulars of the Seminar are as follows:
Keynote Speech
“Developing the SAME Curriculum for Special Schools in Hong Kong”
By Mr. Keith Humphreys
Special Education Consultant, United Kingdom
Sharing Sessions
“Introduction of the Hong Kong SAME Project”
By Mr. Andrew Tse
Administrative Director, CASE
“Matching the Central Curriculum – A Case with Science”
By Mr. Lee Cheuk-hong
Principal, Margaret Trench Red Cross School
“Developing the SAME Curriculum Culture”
By Ms. Maria Wong
Principal, The John F. Kennedy Centre
The last Forum event of the 2006-2007 Series was a double-feature workshop on “gifted education” held on June 5, 2007. The
title of the workshop was : “Supporting Children with Giftedness and Exceptionalities: It All Starts with Understanding and
Love”
The presenter of the first workshop was Dr. Julia Yang, a Professor of the Division of Psychology and Counseling at the
Governors State University in Illinois. Speaking from her experience as a counseling educator and academic scholar, Dr. Yang
introduced to the audience the “psychology of courage” in modifying teachers’ attitudes, using a strength assessment and a
strength approach based on Adlerian psychology. The session ended up with an open discussion hosted by Dr. E. Hui, Head
of the Division of Learning and Diversity, HKU and Dr. J. M. Lian, Honorary Director of CASE.
In the second workshop of the Forum, Mrs. Josephina A. Lee, Founder and Director of the International Centre for the Gifted
and Talented, enhanced our understanding of giftedness with a few games and a group discussion in her presentation. Mrs. Lee
shared her field experience which a model of preventive educational care which is based on theoretical, empirical and practical
evidences. She finished off the session with a case presentation of one of her clients.
Particulars of the two workshops are as follows:
“The Courage to Love:
Supporting Families of Children with Special and Exceptional Needs”
By Dr. Julia Yang
Professor, Division of Psychology and Counseling,
Governors State University, Chicago, Illinois, USA
“Understanding Giftedness: It All Starts with Awareness”
By Mrs. Josephina A. Lee
Director, the International Centre for the Gifted and Talented

8
Report: Progress of the SAME Curriculum Project
As the SAME Curriculum Project moved into the second year, products of the hard work by teachers gradually emerged and
took shape. The first drafts of the Curriculum Supplement Guides for the eight Key Learning Areas were completed within the
year and are now going through the vigorous process of review, fine-tuning and proofreading. If everything goes well the launch
of the Supplement guides may be staged by May or June 2008, bringing a close to the Phase One of the Project.
The most exciting news in the year was the award of the Quality Education Fund of HK$1.27 M to CASE to develop the assessment
tools and manual for the Supplement guides, a Phase 2 item called SCALE (SAME Curriculum Assessment for Learning
Effectiveness). The focus of this QEF project is the production of assessment tasks for the Attainment Levels for Chinese,
Mathematics, Science and Personal, Social and Humanities Education (PSHE).
Meanwhile CASE continues to “roadshow” the concept and functions of SAME to schools intending to join the Project and have
successfully invited three additional schools to join the Project e.g. CCC Kei Shun School, Chi Yun School and Rhenish Church
Grace School. We welcome schools to join the Project as new members. Interested schools may contact us at
case@hkucc.hku,hk
The Project continued to be blessed by the inspiring mentorship from our overseas consultant, Mr. Keith Humphreys, whose
series of workshops have punctuated the critical stages of progress and with his workshop on “Unit Writing for Schemes of
Work” in December 2008, the Phase Two of the Project, with focus on the production of Schemes of Work, was formally
kicked off.
Major events of the Project in 2007:
Training Workshops
10 February 2007
The SAME Project Workshop on Developing Supplement
Guides for the Central Curriculum for Students with
Learning Difficulties (in Hong Kong)
by Mr. Keith Humphreys
@ HHCKLA Buddhist Po Kwong School
29 September 2007
Workshop on the Review of Guide Supplements for all
SAME Project Team Members
by Mr. Keith Humphreys
@ Margaret Trench Red Cross School
11-12 December 2007
Workshop on the Writing of Units for Schemes of Work
by Mr. Keith Humphreys
@ Margaret Trench Red Cross School
Introductory Seminars
CASE News 啟訊
25 January 2007
Introductory Talk on the SAME Curriculum Project
by Mr. Andrew Tse and Ms. Alison Li
@ Hong Chi Pinehill No.3 School
26 March 2007
Introductory Talk on the SAME Curriculum Project
by Mr. Andrew Tse and Ms. Alison Li
@ Chi Yun School
18 May 2007
Introductory Talk on the SAME Curriculum Project
by Mr. Andrew Tse and Ms. Alison Li
@ Rhenish Church Grace School
15 November 2007
Introductory Talk on the SAME Curriculum Project
by Mr. Andrew Tse and Ms. Elsa Ling
@ CCC Kei Shun Special School
8 December 2007
Introductory Seminar on the SAME Curriculum Project
for Teachers of Project Schools
by Mr. Keith Humphreys and Mr. Andrew Tse
@ Margaret Trench Red Cross School

Volume 3, No. 1 第三期 第一號 9
Report: Professional Collaboration
協辦研討會
香港特殊教育學會第十屆周年研討會 -「道、道、道」: 特教生學習評估的新發展
(特殊教育研究發展中心協辦)
近年來與特殊教育相關的各項議題近來備受業界關注,其中猶以在新高中學制下的課程發展及與此息息相關的特教生
學習評估的未來發展方向,更為業界及家長關注。基於這個評估議題的重要,香港特殊教育學會特以此為題,約同我們
中心一同協辦該會第十屆周年研討會,邀請了香港考評局副秘書長張永明博士為主講嘉賓,亦邀請了三所機構及學校發
表他們最新的評估工作進展。
研討會於 2007 年 11 月 10(星期六)在香港大學圖書館大樓底層 LE1 室舉行。大會主題為:「道、道、道」:特教生學
習評估的新發展。當天,張永明博士以「有特殊教育需要學生學習表現的認證」為題,介紹了他對考核特教生學習表現
的看法及施行方向。出席校長及教師近 300 人,場面十分熱烈。中心行政主任謝宗義亦藉此機會介紹了「融通課程計劃」
的理念及最新發展。其他分享的機構有香港明愛及禮賢會恩慈學校。
Report: Professional Services in Mainland China
研討會流程:
主題演講: 有特殊教育需要學生學習表現的認證
香港考試及評核局副秘書長張永明博士
機構分享一:香港明愛聯校(中度智障)課程及
評估系統發展簡介
香港明愛特殊教育服務教育心理學家容家駒先生
機構分享二:融通課程(SAME)聯校發展計劃
香港大學特殊教育研究發展中心行政主任謝宗義先生
機構分享三:輕中智障學生整體學習成效
禮賢會恩慈學校楊建銘老師
香港教育學院課程與教學學系區美蘭博士
香港理工大學康復治療科學系李萍英博士
Dr. John Lian, our Honorary Director, was very active last year in responding to requests for professional services to conduct training
seminars and workshops for teachers in Mainland China on issues in special education. The scope of his topics ranged from rehabilitation
to inclusion and covered all ranges of disabilities. The following is a brief outline of his activities in professional development in
Mainland China.
20-21 March 2007, Shunde, Guangdong
Dr. Lian was a keynote speaker of a Seminar on "Rehabilitation Services and Advancement of Parental
Knowledge for Children with Disabilities on Poverty" which was organized by the Guangdong Shunde
Federation of Disabled People. The topic of his keynote speech was "Education of Children with Multiple
Disabilities."
July 2007, Beijing
Dr. Lian was invited to give a lecture at the Seminar on Special Education which was for the first time a major branch of the 2007
Beijing Education Expo 2007. His topic was “Advancing Programs and Services in the New Era of Special Education in Hong Kong”.
18-20 December 2007
Dr. Lian was invited by the College of Special Education, Chongqing Normal University, to conduct a
three-day seminar on “Special Education Curriculum and Inclusion,” which included four sub-topics:
implementation of inclusive education in different countries; technical supports for students with special
educational needs; curriculum development for special education in Hong Kong and effective teaching
approach for children with multiple disabilities. The seminar brought insights about current development
in special and inclusive education worldwide to the audience.
While in Chongqing, Dr. Lian also co-chaired, with Professor Zhang Wen Jing, Dean of College of Special
Education at Chongqing Normal University, an evening discussion on “Compulsory Education Curriculum
to be Implemented in Schools for Students with Visual, Hearing, and/or Physical Disabilities” as well
as visited and collaborated with colleagues of the Chongqing School for the Deaf.

10
Report: International Networking
Study Tour to Taiwan on Special Education by CASE & SAME Network Schools
(31 Mar - 3 Apr 2007)
A group of 30 delegates from CASE and SAME network schools visited
National Taiwan Normal University and special schools in Taipei from 31
March to 3 April 2007. The major objective of this study tour was to
understand the senior secondary special education curriculum and programs
and the practice of integrated education in Taiwan.
台灣之行有感
懷着既興奮又複雜的心情乘搭旅遊巴前往台北桃園機場,結束我首次參加的交流團。我帶
回香港的,不但是沉甸甸的背包,也是一些反思。
台灣的特殊教育辦得比我想像中先進,光是學校的「硬件」,即學校設施(感官室設有水床,
有冷水及暖水泳池,有水療池……)、師生的比例已叫我雀躍。在「軟件」方面,如課程設
計等也漸漸成熟。當然學校從政府得到的支持是其發展良好的重要因素,但也得配合一群
有心志的教育工作者才是成功的先決條件。
若果我只抱着「做好呢份工」的心態去工作,對於這群孩子失去熱誠的話,縱使有多充裕
的資源也不能夠「教好呢班人」,那就失卻為人師表的意義。怎樣才能夠讓我們的學生快
樂健康地成長、有一段既難忘又有意義的校園回憶?真不是一件容易的事啊!而這就是我
的目標。
看見別人在進步,就提醒自己不可以停步,不要做龜兔賽跑中的驕傲兔子,也不要效法
烏龜的緩慢步伐,還是以心為心,盡力去跑當跑的路程。
黃嘉懿老師 (香海正覺蓮社佛教普光學校)
Visitors from California State University at Fresno (10 April 2007)
After the previous visit in June 2006, another study tour group from the College of Education
of San Francisco State University visited the University of Hong Kong on 10 April 2007. The
study group comprised 14 delegates. Professor Nirmala Rao, acting Dean of the Faculty and
Professor S.K. Tse welcomed the guests, joined by CASE staffs. The major objective of the
study tour is to understand education and teacher training in special education in Hong Kong.
Visitors from Deague University, Korea (13 August 2007)
A team of 31 visitors from Deague University in Korea visited Hong Kong to look at special
education programmes in Hong Kong. This study tour was led by the Professor of College of
Education, Daegu University, Dr. Young-Joon Choe . In the meeting, Dr. Ming-Gon John
LIAN, Honorary Director of CASE briefed the visitors on the mission, goals and achievements
of CASE. Mr. Andrew TSE Chung-Yee, Administrative Director of CASE took the opportunity
to introduce the SAME Curriculum Project to the visitors.
Report: CASE Annual General Meeting
CASE Annual General Meeting 2007 (4 September 2007)
The Third CASE Annual General Meeting (AGM) was held on 4 September 2007 at The
University of Hong Kong. In the meeting, Dr. Ming-gon John Lian, Honorary Director, and Mr.
Andrew Tse, Administrative Directors, presented the annul report of the centre and shared
with members the works of CASE in the past year from March 2006 to February 2007. By
September 2007, we have 73 Full Members from The University of Hong Kong and 100
Associate Members from different specialized field and profession.
CASE News 啟訊

Volume 3, No. 1 第三期 第一號 11
Farewell Message
In July, colleagues at CASE bid farewell to our “Guardian Angel”. After two years of total immersion
and selfless commitment in nursing CASE the “baby” and seeing it grow into a healthy child, Miss Alison
Li, the only full-time paid staff of CASE, finally informed us that she had to respond to her other career
calls and commitments. Anyone who knows Alison must be extremely impressed by her multiple
talents and “mistress of all trade” capabilities. Although recruited as CASE Executive Office she played
many roles in one person. She is a lot more than an Executive Officer, serving the Centre also as a
teacher, a Research Officer, an IT “Wizkid”, a Public Relation Officer, a Project Manager and a most
efficient Secretary. The surprising thing was: she assumed all these roles well and met all deadlines. It
was through her executive efficiency that CASE had been able to accomplish the many projects we so
ambitiously initiated and accomplished with extensive degrees of achievement.
We were very moved and appreciative when we received her Letter to CASE. We would therefore want to share this SPECIAL
letter from a SPECIAL colleague and dear friend and the once “Guardian Angel” of CASE.
Dear CASE,
YOU are SPECIAL!
YOU are a SPECIAL home for my personal development with all wonderful colleagues and supporters in my life. Thank
you all for every smile YOU brought to my heart; for every wise word of encouragement YOU have shared; for
every time YOU have been there for me when I needed you most. I am so thankful for the gift of YOU in my life.
YOU make me understand the importance and value of special education and enjoy the life of joy and challenges
working in the field of special education.
YOU are a SPECIAL platform for the community with a variety of professional sharing, and collaborative projects with
the local special schools, organizations and tertiary institutions.
YOU are a SPECIAL academic base for frontline practitioners and students in special education to develop themselves
via professional training and consultancy.
It is not easy saying goodbye to YOU, CASE and the hardcore”鐵三角”, Dr. John Lian, Mr. Andrew Tse, and Ms. Maria
Wong as well as the lovely Research Assistants, Miss Elsa Ling and Miss Janice Poon and all “SAME” principals and
team members; but I want YOU to know how deeply YOU have touched my life and how I appreciated everything with
YOU. These should be the happiest days for me in my life where I was dearly loved by YOU.
I will never forget every word YOU have delivered to me, and I am and will
always be a part of CASE and special education. May happiness and success
be yours in the continuing journey of CASE!
Take care and keep in touch!
With Best Wishes,
Alison
Welcome New Faces of CASE
Miss Elsa Ling Ka-wei, Executive Officer, is graduated from University of British Columbia
with a degree in Special Education. Her major duties in the Centre are assisting in centre
development, coordinating activities and managing daily operations of the Centre.
Miss Keri Fung Kwan-yee, Research Assistant, graduated with an honors degree in psychology.
In CASE, she is responsible for the Consultancy Projects of New Senior Secondary
(Intellectually Disabled) Mathematics Curriculum and Chinese Curriculum.
Miss Alice Tse Ping-ping, Research Assistant, just completed her Master of Philosophy
programme in HKU. In CASE, she is responsible for the QEF SCALE Project.
From left to right
Alice Tse, Elsa Ling and Keri Fung

12
Professional Sharing on Education for the Blind
Professional Sharing:
“A Holistic Approach to to the Education for the Blind: A Case from South Africa”
By Joey Kit-ying Wong
By Joey Kit-ying Wong
Introduction
Vision is a distance sense that provides us with information from
outside our bodies. When vision is limited, it affects the individual
in many significant ways, limiting mobility, access to printed materials
and independent living. People with visual disabilities also face
many social stigmas and barriers to full participation in mainstream
society (Smith, 2004). Therefore the call for improving special
education for the visually impaired has been rising dramatically in
recent years and yet even with the effort made by Hong Kong
government and other non-government organisations, making the
‘right difference’ is still not an easy accomplishment (Chan, 1998).
In this paper, I will describe a special approach used by a school for
the blind in South Africa, It is hoped that some useful conclusion
can be drawn from it to help us improve the education service for
students with visual impairments here in Hong Kong.
Athlone School for the Blind
The case in hand is the Athlone
School for the Blind, which is located
in Cape Town, South Africa. It is one
of the oldest institutions in the republic
of South Africa being set up in
1927 for black and coloured children
with special needs. There are 350
children studying at the school, which
caters for pre-primary learners to Grade 12, with 45 of them being
intellectually disabled and 10 of them being wheelchair-bound.
The school is dedicated to meeting the educational, training and
therapeutic needs of all blind and visually impaired learners with
the fundamental objective of creating an environment where every
child, irrespective of their handicaps, can develop to their fullest
potential. The school aims at providing a stimulating academic and
educational environment to develop the intellect and skills of blind
children and youths of South Africa. It also aims at ensuring that
their blind and visually impaired learners have the appropriate
skills, education and competencies to effectively participate in the
broader social world.
Characteristics of Athlone’s Approach
Athlone is one of the few schools of its kind that offers matriculation
classes. The school follows exactly the same syllabus as that
for students without disability. They have tutorial classes taught by
volunteer teachers. Blind students use Braille to read the examination
papers and someone else scribes the answers for them. They
get an extra 15 minutes per hour and answer exactly the same
examination paper as other students. Their passing rate is 80%.
Athlone is one of the participants of the South African Toy and
Leisure Libraries Association which promotes the concept and
practice of toy libraries in South Africa. Its Athlone Printers has
been responsible for the production of students’ Braille books since
2002. It translates famous books and put them in the library for
blind students to share with others. Lots of people have benefited
from this program and enjoyed the happiness and knowledge from
reading.
Athlone also provides vocational training to the blind and partially
blind students who often need to be taught with basic life skills like
eating and toilet training. The students are taught skills such as
upholstery-making, welding, domestic science and how to operate
a call centre in the courses. Besides, mobility training is also included.
Qualified teachers will regularly bring students to outings
and let them try out their mobility skills. For the new comers of the
school (e.g. person who becomes blind after suffering from illness),
outings or skills-training like how to use a long cane are specially
arranged for them to help them adapt to the new environment and
conditions.
In 1999, Athlone decided to
create an income-producing
market garden of 2 000 square
metres which could not only
teach learners new skills but
also bring in funds for the
school and create more of a link
with the surrounding community by selling the produces. . It was
hoped to teach learners new skills that they could use at home once
they leave school. It could also help them with orientation and
problem-solving skills and inspire them to develop their mobility.
Training included designing the layout of the garden, irrigation,
choosing the best time of the year to plant certain crops and the
management of soil fertility.
Educational Implications
The holistic approach adopted by Athlone may have the following
educational implications that are useful in Hong Kong context.
Flexible time adjustment to the visually impaired
CASE News 啟訊
Lokanadha (2000) points out that
visually impaired children have
poor academic achievements even
if they use large-print books or
Braille. Visual impairment is the
main factor for their slower acqui-
(continued on next page)

Volume 3, No. 1 第三期 第一號 13
sition of information. These children have a slower reading rate and
lack concreteness in instructional procedures. In Athlone, the school
helps students overcome this by giving them tutorial classes to help
them catch up with the learning schedule. Extra time and scribes are
provided for them during examinations. As a result their pass rate is
quite high. Such a policy can increase their academic competition with
people without disability and hence may motivate them to learn and
study harder. This policy can be considered for application to Hong
Kong.
Multi-faceted training for students
According to Lokanadha (2000), how well
individuals are able to cope with visual disability
largely depends on how well they are able to
move about. Whether a person withdraws
from social environment or becomes independent
depends greatly on mobility skills. In
the case of the blind, the long cane is reliable,
long lasting and somewhat unaffected by unfavourable
weather and temperature conditions.
Blind persons usually require extensive training
in the proper use of the long cane (Lokanadha,
2000). The special training for the newly blind
students is extremely useful in helping them adapt to the new life,
build self-confidence and ensure that the skill is successfully acquired.
The purpose of other trainings is not only to teach specific jobrelated
tasks but also to give students a variety of working experiences.
In doing so, students will be better prepared in making career
decision as adults. It is society’s reaction to the blind persons that
determines their social adjustment. Visually impaired children are not
generally accepted by non-disabled persons because some of them
experience difficulty in acquiring certain social skills. To deal with
that, training will provide students with ample opportunities to
develop generic work behaviours such as punctuality, grooming,
following directions, and social skills, which will be carried over to
other work or community environment. For blind students in Hong
Kong, such skills are just as vital, and it is always better if the students
can learn them earlier as they usually need more time to acquire
those skills (Chan, 1998).
Contribution to the society
The idea of publishing Braille books and putting them in the library is
not simply a contribution to the society in terms of resource-sharing.
It provides a chance for people without disability to get in touch with
and experience how people use Braille books when they are reading.
‘Is there any differences between the orders of grammar?’ ‘Are there
any special tips or rules to follow when reading with Braille?’ ‘How
fast can one read using Braille?’ Questions like these can be answered
easily with real-life experience. Furthermore, it promotes civil education
in the community. Empowering the visually impaired is no
doubt our goal, but we also need a long-term civil education that
would promote co-operation and mutual respect . The market
garden is an innovating idea. The concept of producing products and
selling them to the market is well worth considering. People with
disability are often misunderstood to be people in need by others.In
fact, they can contribute to the society as well. People have to
understand that they are co-dependent. Although they may require
assistance in some situations, they prefer to be reminded of their
similarities rather then differences. Therefore, this programme
allows them to show their ability to the others.
Conclusion
Although Athlone is in South
Africa with many cultural and
ethnic differences when compared
with Hong Kong, we learn that
practices such as having flexible
management, providing various
types of training and contributing
to society can help visually impaired students learn better. Furthermore,
we should set our goals not only in helping the students,
but also to educate the whole society so that everyone can help
them too.
References
Chan, D.W. (1998). Helping students with learning difficulties. Hong
Kong: The Chinese University Press.
Ennio, V.M. (2005). A National Accessibility Portal for South Africa:
Innovative application of ICT for disability in the
developing world. In A. Pruski. and H. Knops. (Eds)
Assistive technology: From vitality to reality. Netherlands:
IOS Press.
Gwalla-Ogisi. N., Reid, B.J. & Todd, J. S. (1990). Proposed alternative
system of special education service delivery in the
Republic of South Africa. International Journal of
Special Education, 5,1A.
Lokanadha, R.G. (2000). Education of children with special needs. India:
Arora Offset Press.
Smith, D.D. (2004). Introduction to special education: Teaching in an age
of opportunity (5 th ed.). Boston: Pearson Education.
Wong Kit Ying, Joey is a Final Year B.Ed (English
Language) student of the University of Hong Kong. This
paper is based on her interview with two ILOP Overseas
Internship exchange students from South Africa.

14
Publication Highlights
Reform, Inclusion and Teacher Education: Towards a New Era of Special Education in the Asia —
Pacific Region
Edited by Dr. Chris Forlin and Dr. Ming–Gon John Lian
This publication is a collection of papers mostly from the articles presented in the CASE Inaugural Conference.
The selected articles focus on topics about inclusive education in the Asia-Pacific Region. The
text is divided into three sections, each highlighting different key issues and providing a current perspective
on special education reform across the Asia–Pacific region. The first section considers the broad
aspect of special education reform and how it is being enacted across the Asia–Pacific region. The second
section addresses teacher education and provides examples of programs that have been effective in the
Asia–Pacific region. Section Three draws upon best practice for supporting students with disabilities. The
book will be published by Rutledge in the summer of 2008.
Tools for Enhancing Literacy in Students with Cognitive and Multiple Disabilities
By Dr. Ming–Gon John Lian, Ms. Jane Bersche, Ms. Lisa G. Bova & Ms. Linda Prosser
This practical handbook is designed to facilitate the use of picture communication symbols (PCS) with children who
have cognitive and multiple disabilities. Ming-Gon John Lian and his associates aim to put communication symbols
systematically into the daily curriculum for these students. Among the contributors to the text are special educators,
a speech and language therapist, and a university professor.
In section 1 the writers introduce a framework with reference pages and worksheets for instructing students with
cognitive and multiple disabilities. They set out step-by-step directions to help students acquire calendar skills and
weather concepts, write simple letters, and report personal experiences. Other practical ideas to enrich classroom
curricula are also included.
Section 2 discusses monthly calendar skills for helping students understand meaningful events and dates in their
personal lives. The book presents an accessible menu of icons that depict holidays, birthdays, and school activities.
Session 3 addresses students’ sharing of personal experiences beyond school. In addition, strategies related to enhancing
short-term memory skills, social skills, and communication skills are presented.
Overall, the text is well organized and clearly presented. It is strongly recommended for use by special education
teachers, speech and language therapists, and occupational therapists.
我在輪椅上挑戰命運 - 胡慕嫻著
本書乃作者根據自身經歷改篇而成。作者以細膩的筆觸、真切的感受,將她的經歷與 1941 至 1989 年
香港所發生的重要事件糅合在一起。透過胡女士,我們可以更了解香港,更了解港人。我們亦得以從
直接的角度,明白一位不良於行的殘障人士,在守舊卻逐漸變遷的社會中成功的一生。本書先以英文
完成,在多年之後由胡女士自行譯成中文,而且是以全然無力的、十指不能動的兩手合併執筆,一字
一句地慢慢完成,其間的辛苦和毅力可以想像得知。這本書是真誠詳實地將個人的一生遭遇記錄出來。
其中有歡樂、有痛苦、有血淚、有懷念。而綜合起來,在在反映出不畏艱難,老力達成完美人生的過
程。正如書名,開宗明義地指出「我在輪椅上挑戰命運」,她可以自豪地如是說:「我慶幸我終於長
成了,能夠無怨無悔地接受命運的安排。於我是心智成熟的標誌,我成長得堅強而理智。當我有機會挑戰世界時,必須
勇往直前,積極參與。」在此書中,我們可以看到作者那堅強不屈、永不言敗、充滿毅力的性格,這不也正正反映出香
港那永垂不朽的精神?
攝於 2008 年 1 月 12 日
明報出版社新書簽名會中
轉載自明報
CASE News 啟訊
SOON TO BE AVAILABLE
2007; 130 pp.
ISBN 978-962-8093-42-7
HK$ 80
2007; 363 頁
ISBN 978-962-8959-80-8
定價港幣 88 元
鳴謝:為支持本中心的工作,本書作者胡慕嫻女士捐贈了 500 本書給中心,並將出售本書所得的版權稅全數捐給中心,
謹此向胡女士致以衷心的謝意。

Volume 3, No. 1 第三期 第一號 15
From the Desk of the Editor
A Year of Harvest for CASE – From the desk of the Administrative
“A Year of Harvest for CASE”
Since the establishment of the Centre, we have been sowing seeds of research and searching for research ideas through organizing
conferences and seminars, collaborating with colleagues and schools and networking with institutes locally and abroad.
Such events and contacts did give us the valuable opportunities to witness and understand in close range the concerns and
problems practitioners were facing in the new era of special education. There were many potential ideas and leads for research.
However, none of them materialized into funded research projects. One approach, however, that caught the imagination and
inspiration of the Centre was the idea of a unitary curriculum. With the partnership of eight special schools a self-funded
research project called SAME (Systematic Approach to Mainstream Education) was initiated in June 2006. The project, a feature
report of which was published in CASE News Vol. 2 No. 2 (p.14-15), attempts to give access to pupils with all range of abilities
to the central curriculum of Hong Kong.
Our confidence in this project was greatly boosted when in May we successfully won a New Senior Secondary tender contract
from the Education Bureau. This was a consultancy contract for developing a Learning Outcome Framework for Mathematics.
As the theoretical basis for developing this LOF was the concept of an attainment continuum from the SAME project, the award
was a sign of endorsement from the Education Bureau that we are on the right track.
Better news followed. CASE was awarded another New Senior Secondary contract on LOF in August. This time for Chinese
Language. Just when we thought we had enough in our hands, came the announcement of the Quality Education Fund award for
the development of the assessment tool for SAME. In all, CASE was awarded over HK$ 3M for research projects that were
generated from the SAME concept. A good harvest indeed!
On the less finance-related harvest, CASE won the hearts of many overseas scholars with our warmth, efficiency and professionalism
as the host of the 10 th Biennial Conference of the International Association of Special Education. The conference
was the third large-scale events organized by the Centre since its establishment in 2004 and aptly marked the “finale” of a
Conference Trilogy.
Still on harvest. This time, the publication of a textbook. With the high quality papers contributed to the CASE Conference
in June 2006 and the leadership of Dr. John Lian and our guest editor, Dr. Chris Forlin, CASE will be publishing a book on
the new era of special education. The book, “Reform, Inclusion & Teacher Education: Towards a New Era of Special & Inclusive
Education in Asia-Pacific Regions” will be published and marketed by Rutledge as a textbook.
Behind the harvest, there are certainly many named and unnamed ‘heroes’ (farmers). Our named heroes are our Dean, an
associate Deam for Centre, our Hon. Director and our Management Committee members; our unnamed “heroes” are the
principals, teachers and colleagues, among whom is our “Guardian Angel” Ms. Alison Li, who for two years worked day and night
in getting every event and project on track and ensuring that every object is in place and every detail followed. She was our
source of inspiration and information. She was the sprinkling system that kept the soil fertile. The harvest would not have
flourished so much without her “silent” contributions. Thank you, Alison. We miss you and wish you every success in your new
career!
Andrew Tse
P.S. On behalf of the Editorial Board may I extend our apology to our readers for the belated publication of this issue.
Acknowledgments
The establishment and the continued presence of CASE owe much to the generous support and contributions of many
parties. We wish to acknowledge our deep appreciation and boundless gratitude to the following donors, benefactors and
supporters:
Sir Po-Shing Woo for the setting up of the Lady Helen Woo Special Education Development Foundation HK$ 2,500,000
The University Development Fund of the University of Hong Kong for the establishment of the Centre HK$ 1,800,000
Marden Foundation Limited for the Marden Forum for Special Education and Rehabilitation HK$ 281,000
Miss Catherine Woo for the China Program of the IASE Conference HK$ 100,000
The DH Chen Foundation for CASE activities HK$ 10,000
Anonymous donor for CASE activities HK$ 10,000
Prof. Piao Yong-xin for CASE activities HK$ 2,000

CENTRE ENTRE FOR
ADVANCEMENT DVANCEMENT IN
SPECIAL PECIAL
EDUCATION DUCATION
特殊教育研究發展中心
Supported by
The Lady Helen Woo
Special Education
Development Foundation
胡寶星夫人特殊教育發展
基金資助
Room 409
Hui Oi Chow Science Building
Faculty of Education,
The University of Hong Kong
Pokfulam Road, Hong Kong.
Tel: (852)-2241-5828
Fax: (852)-2857-4043
Email: case@hkucc.hku.hk
For enquiry, please contact
Miss Elsa LING
Please visit our
website:
www.hku.hk/case
All rights reserved. Permission
for reproduction, storing
in a retrieval system, transmission
in any form or by any
means must be obtained
from the Centre for Advancement
in Special Education,
Faculty of Education,
the University of Hong Kong.
Issue no. 5 Volume 3, No. 1 第三期 第一號 January 2008
Membership News
As of January 2008, we have 73 Full Members from and 106 Associate Members. You are always
welcome to join us as our members to share our vision and your challenges.
Newly Joined Full Member
(From January, 2007)
Ms. LEUNG Sharon Senior Lecture, HKU SPACE Community College
Ms. FUNG Kwan-yee Keri Research Assistant, CASE
Ms. LING Ka-wei Elsa Executive Officer, CASE
Ms. YANG Lan MPhil Student, Faculty of Education
Ms. LIU Yang MPhil Student, Faculty of Education
Newly Joined Associate Member
(From January, 2007)
Ms. JI Myungja Teacher, Daegu University Graduate School
Mr. HOTWANI Krishin Arjun Educator, South Island School
Ms. YANG Ling-yan PhD Student, University of Iowa
Mr. YOUNG Eric Adjunct Professor & Assistive Technology Assessor, National
University (California) & Los Angeles Unified School District
(LAUSD) (California)
Mr. PU Tad Educator, Rainbow Project
Ms. WU Yan Teacher, Ha Kwai Chung Government Secondary School
Ms. CHAN Ting-mi Former HKU Student (Soc Sci)
Ms. LAM Wai-ling Accountant
Dr. ROZALSKI Michael Associate Professor, State University of New York at Geneseo
Ms. CHAK Sarah Tariq Teacher for Special Needs
Ms. WILSON Virginia Executive Director, The Child Development Centre
Dr. AL. HROVB Anies Assistant Professor, American University of Beirut
Dr. LAU Tammy Hui-mei Speech Therapist, The Chinese University of Hong Kong
Ms. CHEUNG Yuet-mei Principal, Ebenezer New Hope School
Dr. LAM Sarah Associate Professor, California State University, Fresno
Mrs. SHUM Harriet Education Psychologist, The Spastics Association of Hong Kong
Mrs. MAK Stella Ex. Assistant Vice President, Citibank
梁雄卿小姐 Teacher, 廣州市天河中學
彭雯娟小姐 Teacher, 廣州市天河區四海小學
Call for Contributions
CASE News is published twice a year. It represents the concerted effort of the practitioner and researchers
in the field of special education, and its major aims are to enhance the communication among our professional
counterparts in local, regional and global areas by sharing information and data on special education
and to highlight events and activities of the Centre, publish outstanding student and practitioner papers and
feature articles from local and overseas scholars as well as update and report research or consultancy
projects.
Contributions from our readers and members are welcome to share views, activities, experiences, research
findings and visions etc. on special education in CASE News. Contributions may be in either Chinese
or English, and may take the form of an essay, a research report , a case report, an extract of a dissertation,
a commentary on a current issue or a book review, but should be related to special education. Suggestion,
opinions, inquiries and comments may also be submitted. All research papers should be presented in style
recommended by the American Psychological Association and should be between 1000 to 2000 words. All
correspondence should be addressed to CASE News Editor, Mr. Andrew Tse at acytse@hku.hk.
CASE Management Committee 2006 - 2008
Dr. Ming-Gon John LIAN Honorary Director
Mr. Andrew C.Y. TSE Administrative Director
Prof. Edwin M.L. YIU Ex-officio Member
Dr. Lydia K.H. SO Elected Member
Prof. David A. WATKINS Elected Member
Dr. Allan H.K. YUEN Elected Member
CASE News Editorial Board
Mr. Andrew C.Y. TSE (Editor)
Dr. Ming-Gon John LIAN
Miss Elsa K.W. LING
Just download the
membership form from
our webpage
(www.hku.hk/case/
membership.htm), fill it
up, and send back to us
by post, email or fax.