Appendix

A.1 Appendix - Some Points to be Considered When Teaching Physically Handicapped Children

1. Pupils' physical conditions and sitting posture

Pupils may have to use a tremendous amount of energy and concentrate hard to maintain correct sitting posture or posture in general. This would impede their concentration in classroom learning. The situation is particularly true with pupils suffering from

athetosis. They have to summon a large amount of energy before they can make a small movement such as pointing with their fingers.

2. Effects of pupils' sitting posture and head control on their eye contact with others and their perception

For example, it may be difficult for some pupils to lift their heads to look at pictures. Teachers should take into consideration physical conditions of the pupils and place pictures in appropriate positions for them to have a better view. Pupils may be trained to lift their heads to look at pictures placed at a higher position.

3. Pupils' ability to move their hands and legs

Teachers should encourage pupils to finish their tasks by using both hands to reinforce their

concept of mid-line. Usually physically handicapped children are weak in their concept of mid-line and unconsciously neglect their weaker limbs.

4. Effects of physical conditions on pupils' abilities to learn and receive information

Limitations in mobility reduce pupils' learning of verbs and spatial concepts, etc. This will lower their understanding of such meanings. When teaching these concepts, teachers should use appropriate demonstrations and encourage pupils to learn through personal experience.

5.

Ability to swallow

Some physically handicapped pupils have difficulties in swallowing. If inappropriate food or drinks are given, they may develop food refusal after being choked. The more serious cases may be fatal.

6. Ability to hear

Some physically handicapped pupils may not be able to hear clearly sounds emitted at certain ranges of

frequencies. This affects their ability to receive audio information. So teachers should speak in front of their pupils in the light. Teachers should not stand behind them or speak too loudly near their ears.

7. Verbal ability

There may be discrepancy in different pupils' abilities in understanding speech and expressing verbally. Teachers should give instructions at different degrees of difficulties according to pupils' hearing capacity. Some may only understand single word instructions and express themselves in single words. Some may be able to comprehend only one step instructions. If inappropriate instructions are given, pupils' abilities may be wrongly assessed.

8. Control of

oral muscles and

drooling

9. Emotional difficulties

During the process of learning or daily living, physically handicapped pupils require a great deal of energy to maintain or improve their posture, their head position, eye contact with others, control of their hands and oral muscles. Very often, they are frustrated by repeated failure to do so. This sends them negative messages on their self-image and abilities. They may turn withdrawn, unco-operative and easily irritable. They would avoid challenges by running away from learning, socialization and taking care of themselves. People that they encounter would respond negatively to their withdrawal, emotional instability, and low motivation in learning. Then pupils think that their inadequacies are confirmed. A vicious cycle of lowering their self esteem would develop.

Therefore when teaching physically handicapped pupils, teachers should recognize with empathy their difficulties and frustrations in learning, socialization, and self-care. Only when their inadequacies are accepted and addressed, will they start to have the confidence to learn new things and receive counseling. Also, appropriate rewards should be planned in their learning programmes so that they may understand their own abilities and gain self confidence and the sense of success which are essential elements to induce learning motives.

Pupils with brain injuries may have difficulties in concentration. They are easily distracted by slight external stimulus, hyperactive and emotional. They cannot hold on to finish simple tasks. Their tolerance threshold is low. To help them learn, teachers should recognize their problems. Their curriculum content and strategies should be geared to pupils’ learning and behaviour problems, e.g. learning tasks should be appropriately analysed and programmed. Pupils should know clearly the teachers’ demand on them and the rules of reward and punishment and the learning environment should be closely monitored so that they are fully aware of the consequences of their performance in learning and conduct.

B. - Membership of the Working Group on Guide to Curriculum for Maladjusted Children

The membership of the Working Group since 23 September 1995 has been as follows:

Chairman:

Mrs CHOW LUK Ying-pui
Society of Boys' Centres - Hui Chung Sing Memorial School

Ex-officio

Specialist (Educational Psychology / Special Education),

Members:

Services Division, Education Department (Mrs Christina LEUNG)

Inspector, Special Education Inspectorate, Services Division, Education Department (Mr YU Wai-ping, from September 1995 to April 1997)
(Mr LEE Wan-lung, from April 1997 )

Principal Curriculum Officer, Gifted and Less Able Unit, Curriculum Development Institute, Education Department
(Mr YUNG Ka-kui, from November 1996)

Members:

Mr POON Sun-ming
Hong Kong Juvenile Care Centre Chan Nam Cheong Memorial School

Ms CHU Choi-ling
Marycove School

Ms KWAN Wai-fong
Pelletier School

Mr NG Yeung-ming
(from September 1995 to July 1997)
Society of Boys' Centres - Chak Yan Centre School

Ms NG Shuk-ying
(from July 1997) Society of Boys' Centres - Chak Yan Centre School

Mr LEE Kum-ming
Society of Boys' Centres - Chak Yan Centre School

Mr CHIU Quin-fe Society of Boys' Centres - Hui Chung Sing Memorial School

Ms CHAN Yin-wan
(from April 1997) Society of Boys' Centres - Shing Tak Centre School

Mr LEUNG Sai-kit Society of Boys' Centres - Shing Tak Centre School

Mr TAM Wai-kuen
(from September 1995 to September 1996)
Tung Wan Mok Law Shui Wah School

Mr LEUNG Wai-ming (from September 1996)
Tung Wan Mok Law Shui Wah School

Ms TANG Shui-mui
Tung Wan Mok Law Shui Wah School

Ms May CHAN
Society of Boys' Centres

Mr YUNG Ka-kui
(from September 1995 to November 1996)
University of Hong Kong

Ms HEUNG Woon-king
(from September 1995 to September 1996)
Hong Kong Institute of Education

Mr SIN Kuen-fung
(from September 1996)
Hong Kong Institute of Education

Secretary:

Senior Inspector, Gifted and Less Able Unit, Curriculum Development Institute, Education Department
(Mrs Susan LEUNG)