**3. Actions taken in the past two decades in Hong Kong**

#### **3.1 The Hong Kong Association for Specific Learning Disabilities (HKASLD)**

The following parts summarize the report written by the chairperson of a renowned parent group, HKASLD (Ngan-Keung, 2008).

HKASLD is a parent self-help group established in 1998. Before the 1990's, either the government or the general public had very little attention on specific learning disabilities (SLD). Even parents and teachers were not aware that academic underachievement might be due to SLD. Worse still, children with SLD were regarded as lazy and hence ignored and neglected in schools. In view of this, a group of parents organized HKASLD with the following aims:


After more than a decade of development and experiences, the objectives of HKASLD become more structural and precise. They include:


The work of HKASLD is comprehensive which includes parent support and education, advocacy, children and youth development, and public education.

Dyslexia in Hong Kong: Challenges and Opportunities 35

In short, HKASLD successfully made the turning point which included the inclusion of SLD under DDO and the distribution of leaflets on SLD services by the Hong Kong Examination and Assessment Authority in 2000's. Since then, the schools and society progressively have

Another crucial stakeholder is EDB. The Deputy Secretary for Education (School and Professional Development Branch) of EDB made a critical review on its development on

The following are the three stages on the development of educational services for students

The significance of addressing the educational needs of dyslexic students started being acknowledged. Some simple assessment tools and group remediation programs were in

The first norm-referenced screening tool for primary school students was published. This checklist helped teachers to screen for pupils with possible dyslexia. The first professional assessment tool for psychologists to diagnose dyslexia in primary school pupils was also published. These made teachers and public more aware of dyslexia which in turn enabled

Five-year professional development framework launched in the 2007/2008 school year aims to let 10% of teachers in each ordinary school complete the Basic Course (30-hour), a minimum of three teachers complete the Advanced Course (90-hour) on catering for diverse learning needs, and at least one Chinese Language teacher and one English Language teacher complete the Thematic Courses (60 hours each) on specific learning

Schools should enforce and regularly review the measures including but not limited to enhancement of staff awareness and understanding on dyslexia, establishment of School Support Team, identification and assessment procedures, implementation of interventions, accommodations in classroom learning and examinations, and

EDB recommends the adoption of the following 3-tier intervention model as a framework

for flexible use of funding to address the varying degrees of needs of the students:

more understanding of dyslexia.

dyslexic services (Ip, 2010).

Initial stage – 80s' and 90's

Second stage – Year 2000

early identification and interventions.

Expansion and fine-tuning of the services are in place.

**3.2.1 Major developments of the multi-focus model** 

Third stage – from 2000 onwards

difficulties respectively. • Whole-school policies

engagement of parents.

• Funding and professional support for schools

• Teacher training

**3.2 EDB** 

with dyslexia:

trial.

#### **Parent support and education:**


#### **Advocacy:**

Regular meetings with government bureaux and departments, agencies and other stakeholders to discuss the following issues -


#### **Children and youth development:**


#### **Public education:**

