**3.2 EDB**

34 Learning Disabilities

• parent training workshops, seminars for policy development and introduction of new

Regular meetings with government bureaux and departments, agencies and other

In 2000, HKASLD succeeded to advocate for the Equal Opportunities Commission (EOC) to include SLD in the Code of Practice on Education under the Disability Discrimination

In 2002/2003, the parents there made a request to the Hong Kong Examination and Assessment Authority (HKEAA) to provide public examination accommodations to SLD students. HKEAA then prepared and disseminated a special pamphlet informing schools and parents of the eligibility and procedures for SLD students to apply for accommodations in the Hong Kong Certificate of Education Examination (HKCEE) and the Hong Kong

In the subsequent years, the Education Bureau (EDB) published various teaching, support and assessment guidelines for local primary schools, and started organizing a number of

In 2003/2004, a "New Funding Model" was launched by the EDB. \$10,000 or \$20,000 financial subsidies (the latter for students requiring individualized education programs)

• parent sharing, learning skill workshops and family activities in various districts; • parent hotline, professional counseling services and newsletter publication;

**Parent support and education:** 

• SLD Online Discussion Board for parents

stakeholders to discuss the following issues -

**Children and youth development:** 

• "Wordless Gala" every two years;

Advanced Level Examination (HKALE).

teacher training workshops on SLD.

were provided to primary schools.

• community and school talks.

• better monitoring and support systems in primary schools; • funding and resources support for secondary schools;

• pre-employment training and employment support.

• leadership training for teenagers with SLD; • English improvement project for teens; • seminars on studying and learning skills.

• support for further education such as Vocational Training Council courses;

• gymnastic classes, football programs, hiking, etc. in various districts;

resources;

• teacher training;

**Public education:** 

• website;

• media interviews;

**3.1.1 Major milestones** 

Ordinance (DDO).

**Advocacy:** 

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 dyslexic services (Ip, 2010).

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

Initial stage – 80s' and 90's

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

Second stage – Year 2000

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 early identification and interventions.

Third stage – from 2000 onwards

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