While every parent wishes for their child to thrive both in health and happiness, parents of children with special educational needs (SEN) face distinct and daunting challenges. To address the needs of SEN children and their families, BGCA has long been a proactive advocate for SEN support services. We have established a multidisciplinary team of experienced social workers, clinical and educational psychologists, speech therapists, occupational therapists, physiotherapists and specialised child care workers. This team is dedicated to providing comprehensive early intervention services through the On-site Pre-school Rehabilitation Services (OPRS) for children awaiting subvented pre-school rehabilitation services from the Social Welfare Department.
In 2007, BGCA launched the “Tin Shui Wai Children Learning and Support Centre” (hereafter referred to as "Tin Shui Wai Centre") in the Yuen Long district. The centre provides services to children aged 2 to 8 who are either suspected or diagnosed with special educational needs, along with their families, schools and communities in Yuen Long, Tin Shui Wai, and the neighbouring areas. In recent years, the Tin Shui Wai Centre has introduced the "Primary School Adaptation Training Programme" for some of the children who have completed OPRS, addressing their needs as they transition to primary school.
Ka Ho (a pseudonym) is currently a Primary 2 student and a participant in the "Primary School Adaptation Training Programme" offered by the Tin Shui Wai Centre. Diagnosed with global developmental delay at just one year old, Ka Ho was referred to our “Training Subsidy Programme for Children on the Waiting List of Subvented Pre-school Rehabilitation Services” (TSP) and the “SMILE” On-site Pre-school Integrated Services. Before entering primary school, he was further diagnosed with limited intelligence. Despite the challenges, Ka Ho’s parents did not give up on him. Instead, they learned to accept the situation and understand how to connect with their son, accompanying him through the obstacles. Thanks to the professional team’s support, Ka Ho progressed from struggling to express and regulate his emotions to effectively communicating his thoughts with his parents, becoming more and more cheerful along the way.
From Turmoil to Peace – Father: He is just a little different from other children
Ka Ho’s mother vividly recalled how, by the age of one, his speech was noticeably behind other children of his age. “We took him to the health clinic and hospital for assessments, and the doctors recommended speech therapy,” she said. Worried that he might not be ready for K3, they decided to let him repeat K2 for another year. His father also shared that when they first learned about his condition, they were devastated and heartbroken, feeling both guilty and lost. But as time passed and they engaged with the programme at the centre, they began to understand their son better and ceased pressuring him to meet their expectations. Ka Ho gradually learned to communicate with peers, fostering better relationships. "In the past, when Ka Ho made mistakes in writing, it would upset his father, but now that’s no longer the case. We patiently guide him, hoping he will improve little by little," his mother shared.
“Primary School Adaptation Training Programme”: Fostering Emotional and Social Skills
The transition to Primary 1 is often a stressful time for both parents and children, and even more so for SEN children who require a longer adjustment period. The "Primary School Adaptation Training Program" offers SEN children with guidance and training in learning adaptation, interpersonal skills and emotional management to better prepare them for primary school. Additionally, through parent workshops and consultations, the programme equips parents with a clear understanding of their child's acquired skills and knowledge, enabling them to integrate these insights into the communication with their children.
“Ka Ho has always been a bit of a perfectionist. If he makes a mistake on his homework, he will lose his temper, sometimes erasing everything or tearing it apart to start over. But since joining the programme, he has learned to apply flexible thinking to adjust his mindset. He has become less stubborn and quick-tempered.” Ka Ho’s mother noted that Ka Ho is now better at understanding and managing his emotions, and he has learned to approach and tackle challenges from different angles. The programme also teaches children to differentiate and manage issues of varying seriousness by using familiar animals combined with descriptive adjectives, such as "nervous bird", "sleepy pig" and "excited monkey", to symbolise different emotional states and levels of alertness. This approach has enabled them to better regulate their emotions and maintain focus both in the classroom and in everyday life. “In the past, when his sister made even a little noise, Ka Ho would get really annoyed, sometimes even wanting to hit her. But now, he's way more patient and has learned to handle his emotions better. He’s started being more understanding and goes out of his way to get along with her. So now they actually play together a lot more often,” his mother added.
Ka Ho’s parents have also noticed significant improvement in his social skills. "The programme not only helped Ka Ho understand the structure of primary school classes but also gave him opportunities to express himself and adapt to new environments," his mother said. His father added that Ka Ho finally has his own friends. "In kindergarten, he didn’t like to talk and had only few friends. He barely interacted with his classmates, not even those sitting next to him. But now, he eagerly shares what happens in class and has made several friends. They even play basketball together during the holidays."
Ka Ho’s mother noted that the most distinctive aspect of the programme is how it has brought their entire family together, teaching them to express care and love for each other through the “language of love”. Ka Ho eagerly anticipates their bedtime chats and often takes the initiative to share details about his school experiences. She is overjoyed to see her son expressing himself so openly. “He wants us to praise him and give him more hugs. One time, after finishing an art project, he took a picture of it to show his dad, hoping his dad would be proud and admire his work." She further noted that the unwavering support from both his primary school teachers and the centre’s counsellors has given them valuable clarity for the future.
“Home-School-Community” Collaboration Earns Teachers’ Acclaim: Unleashing Children’s Multifaceted Talents
Ka Ho’s journey as one of the many success stories from the Tin Shui Wai Centre vividly illustrates the positive impact of early childhood rehabilitation services on children with SEN and their families. The "Primary Transition Training Programme," a hallmark of the centre, is particularly noteworthy. It incorporates the "Superflex" curriculum from “Social Thinking®” for social-emotional training, while the “Person-Environment-Occupation (PEO) Model” serves as the foundation for structured learning adaptation training, providing children with systematic and comprehensive instruction. With parental consent, the centre’s team works closely with school teachers, acting as a communication bridge to help parents understand their child’s performance in school and provide targeted training strategies and materials to the school. This service model has not only earned widespread recognition from teachers but also further underscores the centre’s dedication to nurturing children’s growth from early childhood into their primary school years.
BGCA aspires to be steadfast companions for families navigating the challenges of special educational needs, reassuring them they are never alone. We strive to make the most of the vital early years, from preschool to primary school, helping families build positive communication and mutual appreciation. Our “Home-School-Community” collaboration model ensures that parents have a deep understanding of their child’s development and are equipped to offer the best care and support. This nurturing approach not only advances the child's potential but also enriches the family unit as a whole.
