Non-academic school functioning of primary school students with physical disabilities in Hong Kong : a pilot study

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Non-academic school functioning of primary school students with physical disabilities in Hong Kong : a pilot study

 

Author: Lau, Pui-heung Beverley
Title: Non-academic school functioning of primary school students with physical disabilities in Hong Kong : a pilot study
Degree: M.Sc.
Year: 2004
Subject: Hong Kong Polytechnic University -- Dissertations
Students with disabilities -- Education -- China -- Hong Kong
Children with disabilities -- Education -- China -- Hong Kong
School integration -- China -- Hong Kong
Department: Dept. of Rehabilitation Sciences
Pages: viii, 77 leaves : ill. ; 30 cm
Language: English
InnoPac Record: http://library.polyu.edu.hk/record=b1800275
URI: http://theses.lib.polyu.edu.hk/handle/200/3741
Abstract: After the official starting of Integrated Education Scheme in Hong Kong in 1999, the number of participating schools rose from nine to 140 in the academic year 2004/05. The extra supports given to children with special educational needs were mainly academic remediation and social support. The specific needs of different disability groups were not considered. This study examined the performance of non-academic tasks which supported a student with physical disability in participating successfully in academic and social lives in an ordinary school. A standardised test "School Function Assessment SFA" was used. Teachers rated the students' participation level of six major activity settings in schools; the assistance and adaptations required for 12 physical and nine cognitive and behavioural tasks which were expected on a daily basis; and the actual performance of essential activities which contributed to the accomplishment of the twelve physical tasks. In order to have a more standardised interview, the record form and the rating guide of the SFA was translated into Chinese with local terms. Data on school functioning, as measured by the SFA, was collected from two groups, each with 7 students with physical disabilities. One group was receiving the services provided by the integration project of the Conductive Learning Centre (CLC) and the other was supported by the Resource Help Support Service of the Education and Manpower Bureau. Both groups had comparable age and level of physical disability. Another four "normal" students with no disability from the same classes as the CLC group were included as the control group. Participation level of and the assistance and adaptations required in performing the physical tasks for both groups of students with physical disabilities were significantly different from normal students (p<0.05). Compared with normal students, the profile of performance of both groups of students with physical disabilities showed a much greater variability (SD 4.741 to 32.587) and were significantly different (p<0.05) in the performance of the tasks of maintaining and changing positions, recreational movement, manipulation with movement, up and down stairs and hygiene. There was however no significant difference in the participation level and activity performance between the two groups of students with physical disabilities except in the adaptations required both for physical and cognitive and behavioural tasks (p<0.05). Students with physical disabilities should receive specific help to improve their performance on tasks which support full participation at ordinary schools. School based therapy is advocated with therapy goals set specifically to improve school functioning. Future work is required for a larger scale of study to include different disability groups and the standardised measure, the translated SFA, is required to be validated for use locally.

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