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Teacher Professional Development
Below is a list of conferences, seminars and workshops offered for teachers to assist them in supporting children with special needs
Because this information changes frequently, please refer to the web sites of the organisations offering the workshops for the most up-to-date information on upcoming workshops.
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Cognitive Load Theory Conference 2010 The 4th International Cognitive Load Theory Conference 2010 will be co-hosted by the Hong Kong Institute of Education and the University of Macau. The conference will be divided into two parts. The first part will be held in Hong Kong on 22-23 November 2010 and the second part will be in Macau on 25 November 2010. Participants will travel from Hong Kong to Macau on 24 November 2010. Cognitive Load Theory (CLT) originated in the 1980's. It underwent substantial development and expansion in the 1990's by researchers from all over the globe. The theory is now a contributor to both research and debate on issues associated with the instructional design. It is also a dominant supporting theory for teaching and learning with technology. Cognitive load theory has covered an increasing diversity of research topics and directions in recent years and submissions from a variety of areas potentially related to the theory are encouraged. Please click on the link http://www.ied.edu.hk/clt2010/index.php for more details on registration, submission, and important dates. |
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The 4th Asian Conference on Sexuality Education The theme of the 4th Asian Conference on Sexuality Education is "Today's Sexuality Education for Tomorrow's Generation". Papers are welcome from researchers and front-line workers in sex education or other related fields. Prospective participants can apply for:
Please click on the link http://www.acse2010.org/english/index.php for more details. |
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Music for Education: A Summer Charity Concert in Aid of Children with Learning Differences |
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Individual School Collaboration on Nov 25 th (Tue) or Nov 28 th (Friday) Some of the international speakers are going to volunteer their time to collaborate for one afternoon with a school. If you would like to host one of these experts in your school for inclusive education, please email Peggy Chan at pswchan@ied.edu.hk and indicate who you would like to invite. Please see attached list of volunteers together with information about their interests. As opportunities are extremely limited, volunteers will be allocated in first come basis. They will be able to participate event on the afternoon of either Nov 25 th (Tuesday) or Nov 28 th (Friday) from 2pm. Should you have any inquiries, please feel free to contact Peggy Chan at 2948 6065. |
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Conference on Teacher Education for Inclusion: Changing Paradigms and Innovative Approaches The day will be structured around best practices for working in inclusive schools. It will focus on workshop presentations by international and local experts in the area of inclusive education. Presenters will provide teachers with the latest strategies and the best practices for including students with diverse learning needs in mainstream classes using a whole school approach. Including students with Autism, AD/HD, learning difficulties, emotional and behavioural problems; working with parents; planning a whole school approach, leadership for inclusion and cultural sensitivity.
Date: 29 November 2008 (Sat) Reservations and enquiries: To register, please return the attached form to Peggy by fax (29487794). Please browse the poster for further information. |
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Course on Psychological Approach to Effective Strategies in Handling Students’ Challenging Behaviour The course aims to help both primary and secondary teachers further develop their attitudes, skills and knowledge in working with students with challenging behaviour. The course will 1) Reinforce teachers' understanding of the developmental needs of primary and secondary school students, including those with special educational needs (SEN) and learning difficulties who may manifest lower self-concept, uncertainty, rebellious and delinquent behaviour. 2) Enable teachers to acquire effective strategies and develop positive attitudes in handling the various developmental issues, such as, deviant and delinquent behaviour as well as conduct and psychiatric disorders manifested by students in school and classroom settings; and 3) Assist teachers apply knowledge and skills in helping students to enhance their self-understanding, self-esteem and motivation in learning 4) Equip course members with a toolbox of effective strategies for behaviour management. Please browse the poster for further information. |
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HKIEd Marden Professional Development Program - Free seminars for teachers and parents (2008 Marden Program) |
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2008 Marden Program:
Reservations and enquiries: To register, please return the attached form to Fiona via e-mail (fional@ied.edu.hk). For further information: http://www2.ied.edu.hk/fpece/fics/ Enhancing social competence of learners by using learning mentors Adult role models are important in the lives of most young people, but for some whom either through disaffection or difficulties with relationships these may be difficult to establish or maintain. In the UK the use of learning mentors has become a feature of many schools. However, the definition of this role remains somewhat vague and at times leads to difficulties of interpretation for both professional colleagues and students alike. This seminar reports research conducted in both primary and secondary schools, which focused upon the developing role of learning mentors and their impact upon student attitudes, behaviour and attainment. Drawing upon data from interviews and documentary analysis it is suggested that the role of the mentor requires specific skills and should be distinctly different from that of other adults who work with young people. This session presents examples from learning mentor schemes and discusses where these have been successful in supporting students deemed to be at risk of failure or exclusion. Richard Rose is Professor of Special and Inclusive Education and Director of the Centre for Special Needs Education and Research at the University of Northampton. He has published widely on aspects of inclusive education and research in a range of academic journals. His books include Strategies to Promote Inclusive Practice (with Christina Tilstone), Doing Research in Special Education (with Ian Grosvenor) and Encouraging Voices: Respecting the Insights of Young People who have been Marginalised (with Michael Shevlin). Richard Rose is Marden Fellow at the Hong Kong Institute of Education. Date: 27 May 2008(Tue) The seminar is FREE OF CHARGE Enhancing social competence through teacher and counselor training Speaker: Associate Professor Anita Mak Learners from culturally diverse backgrounds, such as international and new migrant students, can benefit academically and emotionally from developing competence in interpersonal interactions in an unfamiliar educational environment. This seminar draws on the speaker’s work on providing theory-driven Sociocultural Competency Train-the-Trainer Courses to teachers and counselors, to enable them to use a structured approach incorporating practical strategies and tools to provide students with micro skills training in key social competencies. Program evaluation conducted in Australia, Canada, and New Zealand, shows that trained teachers and counselors were successful in applying the training to increase the social interaction skills and cross-cultural social confidence of not only international and migrant students, but also local-born students and shy learners. Anita Mak is Associate Professor of Applied Psychology at the University of Canberra, Australia. She has published extensively on cultural competence, students’ psychosocial adjustment, and acculturation of migrants and international students. She has designed and delivered professional training courses on diversity education and culturally responsive professional practice. She is a co-developer of the award winning EXCELL (Excellence in Cultural Experiential Learning and Leadership) Program, which has been introduced into over 80 educational institutions in Australia, New Zealand, Canada, and Europe. Date: 10 June 2008 (Tue) The seminar is FREE OF CHARGE Enhancing social competence of learners with ASD Children with a diagnosis of Autism Spectrum Disorders (ASD) have critical core deficits in social competence. These deficits often result in social isolation, and can therefore reduce the number of opportunities for social interactions with others. The purpose of the current presentation is to provide practical social skills training strategies for teachers educating students with ASD. Teachers will first learn how to identify appropriate social skills goals based on an assessment of the students current social performance. Then, strategies for teaching social skills within mainstream schools will be reviewed. Finally, attendees will learn to identify the key features of effective social skills programs. Dr. Claire Egan is a Post-Doctoral Fellow with the Hong Kong Institute for Education in the Key Research Area of Learning and Assessment. Claire has an MA in Behaviour Disorders from Columbia University, and a PhD in Psychology from the National University of Ireland. She has 15 years experience working with children in early, intensive behavioural intervention and Applied Behaviour Analysis programs across Canada, the United States, Ireland, and Hong Kong. Claire is a Board Certified Behavior Analyst and a Registered Psychologist with the Hong Kong Psychological Society. In addition to her research, she has worked with the Chicago School of Professional Psychology, and Trinity College Dublin, teaching and supervising post-graduate students for certification in Applied Behavior Analysis. Date: Tuesday 23 September Enhancing the social competence of high ability learners The education of high ability learners often focuses on their cognitive rather than their social and emotional needs. Increasingly, however, link between the social competencies of gifted students and their academic achievement is receiving greater public attention. In Hong Kong, the impetus for this increased attention has come from the well-publicized early entry into university of a small number of very capable students. In this presentation, Dr Phillipson discusses the relationship between the adjustment problems facing these students and their self-efficacy and psychological distress, and broadly outlines some of the many strategies such as counselling, bibliotherapy and moral development that are designed to enhance the social competences of these students. Dr Shane N Phillipson is an Associate Professor in the Department of Educational Psychology Counselling and Learning Needs at The Hong Kong Institute of Education. He has a PhD and Graduate Certificate if Gifted Education from Flinders University ( Australia). His research has been published in High Ability Studies and Educational Psychology, and his edited books include Phillipson, S. N. (Ed.) (2007). Learning diversity in the Chinese classroom: Contexts and practice for students with special needs. Hong Kong: The Hong Kong University Press, and Phillipson, S. N., & McCann, M. (Eds.) (2007). Conceptions of giftedness: Socio-cultural perspectives. Marwah, NJ: Lawrence Erlbaum Associates. Date: Tuesday 28 October
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HKIEd Marden Professional Development Program - Free seminars for teachers and parents (2007 Marden Program) |
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2007 Marden Program:
Reservations and enquiries: To register, please return the attached form to Ada via e-mail (lawhm@ied.edu.hk) or fax (2948 7794). For further information: http://www2.ied.edu.hk/fpece/fics/ Using TEACCH to facilitate inclusion of students with ASD Speaker: Professor Gary Mesibov This presentation will discuss teaching students with Autism Spectrum Disorders (ASD) in mainstream settings. It will include selection criteria for students who can benefit from these placements and general concerns and priorities in working with them. The presentation will then describe the strategies that have been developed in the TEACCH program at the University of North Carolina at Chapel Hill in the United States over the past 40 years and how they have been implemented in mainstream settings. These strategies are based on understanding neurological differences in ASD and developing intervention programs that are responsive to these differences so that students with ASD can have educational approaches that correspond to the way that they think, learn, and understand. Examples of these approaches and how they are implemented will be highlighted. Professor Gary B. Mesibov is the Director of Division TEACCH (Treatment and Education of Autistic and Related Communication Handicapped Children) and Professor of Psychology and Clinical Professor at the University of North Carolina, Chapel Hill, U.S.A. He is the winner of the 2005 Chancellor’s Award at the University of North Carolina for developing innovative programs for people with ASD. Among his long list of publications, the more recent ones include The TEACCH Approach to Autism Spectrum Disorders, Accessing the Curriculum for Pupils with Autistic Spectrum Disorders, Understanding Asperger Syndrome and High Functioning Autism and Autism: Understanding the Disorder. Date: Saturday 19 May Promoting inclusion by addressing the needs of local communities: Working together to promote social and educational cohesion Speaker: Professor Richard Rose Efforts to create more inclusive education systems have focused largely upon models of school improvement. Schools have been at the centre of debates about how students who are perceived as difficult to educate may best have their needs met, and in many countries legislation aimed to promote inclusion has focused upon changing schools in order that they may become more accessible to all students. However, such approaches, which concentrate efforts upon within school factors can be seen to have had limited success in areas of high socio-economic need. This paper, which draws upon research conducted in the UK, suggests that a more holistic approach to inclusion, which addresses community needs and places schools at the hub of activity aimed to promote change may be beneficial. In particular it is argued that the successful promotion of inclusion must be predicated upon a more cohesive commitment to involvement of local communities to ensure positive attitudes to schools and their place in society. Richard Rose is Professor of Special and Inclusive Education and Director of the Centre for Special Needs Education and Research at the University of Northampton. He has published widely on aspects of inclusive education and research in a range of academic journals. His books include Strategies to Promote Inclusive Practice (with Christina Tilstone), Doing Research in Special Education (with Ian Grosvenor) and Encouraging Voices: Respecting the Insights of Young People who have been Marginalised (with Michael Shevlin). Richard Rose is Marden Fellow at the Hong Kong Institute of Education. Date: Saturday 19 May Making sure that every child matters: Towards a methodology for enhancing equity within education systems Speaker: Professor Mel Ainscow Achieving equality remains a major challenge within education systems. Research has explored factors which contribute to educational inequities and policymakers have sought to target these. Evidence suggests that the de-contextualised nature of many policy reforms has undermined their ability to challenge inequities in real-world settings. This presentation will draw on evidence from a series of studies in England that is leading to the development of a new methodology that involves academics and teachers as co-researchers. Carried out in partnership with schools and local education districts, these studies have focused on issues such as: underachievement amongst particular groups of students; the participation of disabled learners; truancy; challenging behaviour that leads to exclusion from school; students who are overlooked in classroom situations; and students who leave or join schools during the year. The presentation will highlight the contribution this emerging methodology can make to reform efforts, and issues arising from its use. Professor Mel Ainscow is Professor of Education and co-director of the Centre for Equity in Education at the University of Manchester, UK. Previously a head teacher, local education authority inspector and lecturer at the University of Cambridge, his work attempts to explore connections between inclusion, teacher development and school improvement. A particular feature of this research involves the development and use of participatory methods of inquiry that set out to make a direct impact on thinking and practice in systems, schools and classrooms. Mel was director of a UNESCO teacher education project on inclusive education which involved research and development in over 80 countries, and is consultant to UNESCO, UNICEF and Save the Children. He recently had two new books published: Improving Urban Schools: Leadership and Collaboration (with Mel West, Open University Press) and Improving Schools, Developing Inclusion (with Tony Booth, Alan Dyson and colleages, Routledge). Date: Saturday 9 June Supporting Chinese learners with developmental dyslexia Speaker: Dr. Kevin K H Chung Research of developmental dyslexia will be briefly reviewed including its historical origin, various issues in definitions, and a summary of some of the most important work on its neurological and cognitive basis. By studying developmental dyslexia in different languages including Chinese, the prominence of different cognitive deficits related to the different languages will become clear. The cognitive characteristics of dyslexia and its manifestations will be discussed. Recent progress on studying the cognitive deficits of Chinese children with dyslexia in Hong Kong and the development of assessment instruments for identification of dyslexia should help to provide a solid foundation for further research. The need for translating research into evidence-based practice in developing intervention programs and focusing on the need for enhanced instructions for Hong Kong dyslexic children will be discussed. Dr. Kevin K H Chung is Associate Professor of EPCL at the Hong Kong Institute of Education, HKSAR, PRC. Previously a teacher, research officer, program director of MEd and PCAES (Special and Inclusive Education) as well as Assistant Professor at the University of Hong Kong, his research work focuses on developmental dyslexia for Chinese learners, literacy acquisition and instruction, assessment and measurement and special education. Date: Friday, 28 September
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2007 CCBD International Conference |
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| http://www.unt.edu/behavioraldisorders/ccbdconference/ | ||||||||||||||||||
The Council for Children with Behavioral Disorders is issuing a Call for Papers to be presented at its International Conference to be held at the Westin Hotel, Dallas (Irving), TX. Conference activities begin at 12:00 noon on Thursday, October 4, 2007 with preconference workshops. The opening general session will be at 6:00 p.m. followed by a reception. The conference will focus on a variety of critical issues related to providing quality services to children and youth with learning and behavioral problems. Priority will be given to proposals that focus on innovative and evidence-based practices designed to ensure quality services to children/youth with challenging behaviors. Special consideration will be given to proposals that demonstrate effective strategies designed to meet the academic and emotional needs of diverse populations. This will include: data-based instructional decision-making, outcomes of educational reforms, differentiating curriculum/instruction within general education settings, teaching academics, use of technology in instruction, effective classroom management and instruction, development and utilization of home-school-community partnerships, implementation of systems of care, demonstration of collaborative systems, and implementation of effective services for youth in alternative settings. |
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10th Biennial Conference of the International Association of Special Education (IASE) |
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| http://www.hku.hk/case/conference-iase2007 | ||||||||||||||||||
| The theme for the Conference is: “Global Challenges in Special Needs
Education: Past, Present and Future”, which of course is relevant to Hong
Kong. Several prominent scholars in the field of special education will
be delivering keynote messages or leading plenary sessions on important
issues on the challenges of special education. The Conference would certainly
be a golden opportunity for us in Hong Kong to learn, share and interact
with our colleagues who will be coming from countries all over the world.
It would also be a valuable opportunity for us to present to the world
our visions and service excellence in special education. |
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International Council for Children with
Behavioral Disorders |
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| http://www.unt.edu/behavioraldisorders/ccbdforum/ | ||||||||||||||||||
This Forum has been developed in response to the international concern for providing quality services, within a safe and nurturing educational environment, for a diverse population of children/youth with challenging behaviors. The Forum will focus on practical issues and solutions to promote positive educational outcomes, and much more! |
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| http://www.hksb.org.hk/imc/index.htm | ||||||||||||||||||
The Hong Kong Society for the Blind is pleased to announce that the 12th International Mobility Conference (IMC) has been scheduled from 27 November to 1 December 2006 with a Post-conference Study Tour into China that starts on the 1st of December 2006. The 12th IMC is going to take place at the Langham Place Hotel, Hong Kong, China. The Hong Kong Society for the Blind is honoured to be the host organization of the conference. The International Mobility Conference was first inaugurated in 1979 in Frankfurt. It aims to promote professional exchange in Orientation and Mobility training for the visually impaired persons for their better social integration, and arousal of public awareness in the provision of good access facilities for the visually impaired living in the community. |
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National and international conferences at the Hong Kong Institute of Education |
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| http://www.ied.edu.hk/cird/ | ||||||||||||||||||
The Vision of the Centre for Institutional Research and Development (CIRD) is to be a centre of excellence in research development and global networking and collaboration in education. It supports The Hong Kong Institute of Education (HKIEd) and Hong Kong in particular and the Region and other international communities in general, to raise the status and quality of education and to conduct applied research programs that promote educational innovation and change, enhance educational quality in schools, and contribute to the development of educational policies. |
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| http://tcs.edb.gov.hk/main/tdu/publicwd/actlistCal.asp?languageflat=1 | ||||||||||||||||||
Training Calendar provides the latest information on the training, consulation and publicity activities organised by the Education and Manpower Bureau. |
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| http://www.edb.gov.hk/index.aspx?nodeID=3625&langno=1 | ||||||||||||||||||
Fung Hon Chu Gifted Education Centre functions as a resource centre for promoting gifted education in Hong Kong. It runs regular workshops for parents and teachers. |
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| http://www.focus.org.hk | ||||||||||||||||||
F.O.C.U.S.'s mission is to increase the provision of support and education for children who have Specific Learning Disabilities (SLD) and attentional disorders (AD/HD) and to increase awareness of and understanding about these learning differences. F.O.C.U.S. facilitates seminars and workshops for teachers, parents and health professionals. |
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