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Overview of Habilitation and Education of Hearing Impaired Children in Hong Kong Audiological Services (AS) Section Education and Manpower Bureau (EMB)

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Presentation on theme: "Overview of Habilitation and Education of Hearing Impaired Children in Hong Kong Audiological Services (AS) Section Education and Manpower Bureau (EMB)"— Presentation transcript:

1 Overview of Habilitation and Education of Hearing Impaired Children in Hong Kong Audiological Services (AS) Section Education and Manpower Bureau (EMB) October 2005

2 Audiological Services To provide audiological services to the hearing impaired (HI) children, their families & schools, so as to alleviate the handicap and prevent it from developing into an educational handicap Main Objective

3 Since 1960sSince 1960s Target clients: infants, preschoolers, primary and secondary school HI studentsTarget clients: infants, preschoolers, primary and secondary school HI students 2 services centres: Perth Street & Ha Kwai Chung2 services centres: Perth Street & Ha Kwai Chung Provisions: assessment, amplification devices, individual habilitation programs, education & support services & reviewsProvisions: assessment, amplification devices, individual habilitation programs, education & support services & reviews Scope of Services Audiological Services

4 Source of referrals: child care centres, schools, Dept. of Health (DH), hospitals, Social Welfare Department, medical practitioners, parents & othersSource of referrals: child care centres, schools, Dept. of Health (DH), hospitals, Social Welfare Department, medical practitioners, parents & others New cases: seen within 1 monthNew cases: seen within 1 month Follow-up/incidental cases: arranged on need basisFollow-up/incidental cases: arranged on need basis Test protocols: free-field distraction test, visual reinforcement audiometry, play audiometry, pure tone audiometry, tympanometry, oto-acoustic emission & othersTest protocols: free-field distraction test, visual reinforcement audiometry, play audiometry, pure tone audiometry, tympanometry, oto-acoustic emission & others Audiological Services …… Assessment

5 No. of audiological assessments for students, No. of audiological assessments for students, Audiological Services …… Assessment School Year School Level 2000/012001/022002/032003/042004/05 Pre-Primary Primary1,4972,2021,8701,992 1,525 Secondary ,031 Total2,7663,7513,4873,4983,060 CSP( ) 1,055250

6 Children are issued with 1 free hearing aidChildren are issued with 1 free hearing aid Replacement of aid to be considered after 5 yrsReplacement of aid to be considered after 5 yrs Types: bone vibrator, body-worn, behind-the-ear & in-the-earTypes: bone vibrator, body-worn, behind-the-ear & in-the-ear Circuit: 100% digital except BW or extremely high power BTECircuit: 100% digital except BW or extremely high power BTE Hearing aids on loan to students on trial basis for potential CI candidates and those like to have bilateral fittingHearing aids on loan to students on trial basis for potential CI candidates and those like to have bilateral fitting Audiological Assessment …… Hearing Aid

7 No. of hearing aids issued to students, No. of hearing aids issued to students, School Year Type 1995/ / / / / / / / / / 05 BW BTE (Low power) BTE (High Power) ITE BV Total Audiological Assessment …… Hearing Aid

8 No. of new hearing aids issued to preschool & school-aged children, No. of new hearing aids issued to preschool & school-aged children, School Year School Level 1999/002000/012001/022002/032003/042004/05 Non- attending / Preschool Primary Secondary Total Hearing Aid Issued Audiological Assessment …… Hearing Aid

9 No. of students using CI & BAHA BAHA: 5BAHA: 5 CI: 214CI: 214 –non-attending/preschool 39 –primary 56 –secondary 17 –HI school 90 –Other special school/centre 12

10 FM systems are loaned to severe & profound HI integrators for better reception in class/school, FM systems are loaned to severe & profound HI integrators for better reception in class/school, School Year Type 2000/012001/022002/032003/042004/05 Cumulative Loan I (Built-in hearing aid) II (couple to individual hearing aids) Audiological Assessment …… FM System

11 Custom-made earmouldsCustom-made earmoulds Material: acrylic & siliconMaterial: acrylic & silicon Style: standard, shell & skeletonStyle: standard, shell & skeleton Tubing: horn, pre-bent & othersTubing: horn, pre-bent & others Venting: availableVenting: available Processing time: 5 working days for silicon; 7 for acrylicProcessing time: 5 working days for silicon; 7 for acrylic Since 2000, earmould impressions to be taken at various services centres & special schools/centres. Finished earmoulds were mailed back to respective schools/centresSince 2000, earmould impressions to be taken at various services centres & special schools/centres. Finished earmoulds were mailed back to respective schools/centres Both teaching & non-teaching staff provide great assistance in taking impressions of difficult-to-handle studentsBoth teaching & non-teaching staff provide great assistance in taking impressions of difficult-to-handle students Audiological Assessment …… Earmould

12 Material School Year SiliconAcrylicTotal 1999/ , /011, , /021, , /031, , /041, , / ,050

13 ENT specialists for consultation, treatment, consideration of CI, auditory brainstem implant or BAHAENT specialists for consultation, treatment, consideration of CI, auditory brainstem implant or BAHA Child Assessment Service (CAS) of DH for comprehensive development assessment & othersChild Assessment Service (CAS) of DH for comprehensive development assessment & others Other professionals such as pediatricians, speech therapists, or psychologists for professional support or therapyOther professionals such as pediatricians, speech therapists, or psychologists for professional support or therapy Appropriate departments/sections for placementAppropriate departments/sections for placement Audiological Assessment …… Referral Children will be referred to

14 Children to be placed according to their individual educational needsChildren to be placed according to their individual educational needs Types of placement and support:Types of placement and support: Audiological Assessment …… Placement Type of placement Support Preschool EETC, CCC, Kg, preparatory class in special schools SSES(EMB) PrimaryMainstreamSSES(EMB) NFM & IE program(resources to school for WSA) ESS(HI school) Special school SSES(EMB) SecondaryMainstreamSSES(EMB) ESS(HI school) Special school SSES(EMB)

15 A.Partially hearing class: started in the 60 ’ s, ceased operation in 2003 B.Special school for HI children: provision of education to those students with severe, profound or multiple disabilities who cannot benefit from schooling in mainstream school Class size: 10 studentsClass size: 10 students Teachers: trained teachers for the deafTeachers: trained teachers for the deaf Class structure: 14 yearsClass structure: 14 years Preparatory 2yrs Primary 6yrs Junior Secondary 4 yrs Senior Secondary 2yrs Curriculum: adapted from those used in the mainstream. Students also participate in public examinations & assessmentsCurriculum: adapted from those used in the mainstream. Students also participate in public examinations & assessments Audiological Assessment …… Placement Remarks Remarks :

16 Due to the persistent low birth rate & advance technologies, new admission to HI schools dropped significantly from 466 in 2000/01 to 335 in 04/05.Due to the persistent low birth rate & advance technologies, new admission to HI schools dropped significantly from 466 in 2000/01 to 335 in 04/05. 4 special schools for HI children4 special schools for HI children - 1 would go mainstreaming gradually - 2 others would be working towards closure in a year or two Audiological Assessment …… Placement Remarks …… Special school for hearing impaired children :

17 To support and advise HI children, their families & schools/centres with HI childrenTo support and advise HI children, their families & schools/centres with HI children 1.Preschool: since School-aged: since Special school: since 1987 Main Objective School Support and Education Services (SSES) (preschool, school-aged & special school)

18 No. of schools & centres/students served by SSES(PS), School Support and Education Services (Preschool Age) * Exclude enrolment of SCCC & EETC for HI children which has a provision of about 150 HI children School Year 2000/012001/022002/032003/042004/05 No. of students newly enrolled * Total no. of schools & centres (students served) (250)(266)(193) 106 (173) 127 (197)

19 No. of schools/students served by SSES(SA), School Support and Education Services (School Age) School Year School Level 1999/002000/012001/022002/032003/042004/05 Primary School (student served) (332)(372)(451)(487)(498) 296 (572) Secondary School (student served) (315)(320)(345)(372)(410) 270 (426) Total no. of schools (students served):(647)(692)(796)(859)(908) 566 (998)

20 No. of School & Centres /Student Served by SSES(S)No. of School & Centres /Student Served by SSES(S) School Support and Education Services (Special School) Academic Year 2001/022002/032003/042004/05 Special school for HI children (students served)4 (431) 4 (398) 4 (371) 4 (333) Special classes for HI children (students served) 2 (17) 1 (6) Other special school (students served)50 (241) 50 (245) 54 (243) 50 (237) Special child care center (students served) (64) 18 (58) 22 (47) Total number of schools & centres (students served) 56 (689) 77 (713) 72 (672) 72 (617)

21 Since 1989Since 1989 Provided by HI schoolsProvided by HI schools To provide individualized support services to all HI integrators in ordinary schools to facilitate their whole-person development and effective integration, through remedial support, speech and language and social skills training etc. based on comprehensive needs assessmentsTo provide individualized support services to all HI integrators in ordinary schools to facilitate their whole-person development and effective integration, through remedial support, speech and language and social skills training etc. based on comprehensive needs assessments Enhanced Support Service (ESS) Main Objective

22 No. of schools/students served by ESS, Enhanced Support Service Sept 02Sept. 03Sept 04 SchoolsStudentsSchoolsStudentsSchoolsStudents Primary Secondary Total

23 Dept. of Health: CAS & Student Health ServiceDept. of Health: CAS & Student Health Service Hospital AuthorityHospital Authority Non-government Organizations for HI childrenNon-government Organizations for HI children - Suen Mei Speech and Hearing Centre -Hong Kong Society for the Deaf -Hong Kong Association for the Deaf Hong Kong Examinations & Assessment AuthorityHong Kong Examinations & Assessment Authority UniversitiesUniversities Social Welfare DepartmentSocial Welfare Department Kids on the BlockKids on the Block Private sectorPrivate sector Networking

24 Objective A joint project with Lutheran School for the Deaf, Centre for Sign linguistics & Deaf Studies, Dept. of Linguistics & Modern Languages, CUHK & EMB Attempts to develop deaf literacy programs through the support of HKSL Also aims at educating the public about the importance of sign language in deaf education Promotion of Communication/Literacy through Hong Kong Sign Language (HKSL )

25 Project on Reading via Sign LanguageProject on Reading via Sign Language –Students ’ interest & interactions were aroused via communication in HKSL in class –Large portions of “ Student Talk ” were “ Self-initiated Turns ” when HKSL was used as the medium of communication –Students pointed out that teachers ’ mixing of speech and signs was confusing to them –The difference of teachers ’ and students ’ receptivity to HKSL as a medium of communication led to a difference in perspectives on the role of HKSL in comprehending written Chinese; students generally thought that HKSL could be a channel for them to comprehend & learn Chinese, teachers had reservations –Most students agreed that communication in HKSL could arouse their interest in reading 1.Over 70% of the students reported that they became more interested in reading 2.Over 60% of the students started to like Chinese 3.Around 58% of the students started to like using HKSL to communicate with others and many of them considered that using HKSL in Chinese lessons was effective MOIMOI –Students showed more participation in self-learning and more accuracy in writing Findings Promotion of Communication/Literacy through HKSL

26 Explore the bilingual and bicultural (bi-bi) approach in deaf educationExplore the bilingual and bicultural (bi-bi) approach in deaf education –Bi-lingualism: the knowledge & use of two languages, for HK: both HKSL & written Chinese –The written Chinese is gradually introduced to students with the support of HKSL –The bi-cultural approach helps students understand both the deaf and the hearing cultures, to enable them to interact in both worlds Develop teaching materials and a curriculum suitable to the needs of HI studentsDevelop teaching materials and a curriculum suitable to the needs of HI students Advocate equal opportunities of further education to HI studentsAdvocate equal opportunities of further education to HI students Way Forward Promotion of Communication/Literacy through HKSL

27 Education It is a process of lifelong learning, aiming at the development of a reflexive, informed, curious & emotionally balanced person.

28 Thank You


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