Untitled Document

Education equality faces barriers

By Tse Ting Ting & Gillian Cheng

Gillian Cheng Gillian Cheng

Leung Wan Kit Ching: Special classes should be retained. Special classes are available for visually imparied students.

The Disability Discrimination Ordinance states that people with disabilities shall have equal opportunities in education. With reference to the ordinance, most schools that were built after 1996 have special facilities for disabled students.

However, most schools that were built before 1996 do not have such facilities.

To prevent the violations of the ordinance, some schools have considered the needs of disabled students during periods of remodeling.

The principal of Baptist Lui Ming Choi Secondary School, Cheng Cho Chak, said, "We received subsidies from the government to construct a new six-storey building in 1999. A lift was installed and machines were bought to help wheelchair students to move up and down stairs."

However, the school does not have any disabled students. "We seldom use the special facilities. Sometimes, teachers and school staff may use the lift to help them carry heavy things," said Mr. Cheng.

"I don't know the amount of the maintenance fee for all these facilities because the government pays for us. I wonder if the money could have other uses, such as buying new computers or improving information technology in the school. That would be beneficial to most of the students."

Not all schools can receive full subsidies from the government for building facilities for disabled people.

Luen Kwong Public Primary School in Tai Tong Village, Yuen Long, encountered financial difficulties in catering to the needs of disabled students.

Cheung Yan Kwong, the principal of the school, said the government granted $15 million for reconstruction to the school under the School Improvement Program.

"We don't have a school hall now. So, we want to construct a two-storey building with classrooms on the ground floor and a hall on the second floor," said Mr. Cheung.

The original design was banned, however, unless facilities for disabled persons were also built. According to the Disability Discrimination Ordinance, school buildings with more than one floor must install special facilities for the disabled.

Mr. Cheung said, "Money and space are scarce for us. We cannot afford the maintenance fee if a lift is built.

"We have never had a disabled student study in our school during the past 50 years. It is unfair for all the other students just because we have to cater for the needs of potential disabled students.

"Finally we compromised to change the design. We built a one-storey building with classrooms and used the empty space in corridors and playground to build computer rooms," said he.

Mr. Cheung suggested that instead of refitting special facilities in every school, the government should construct a few centralized schools with sufficient facilities for disabled students in every district.

"That would be a more effective use of resources. Disabled people would also have equal opportunities to be educated," said he.

Cheung Man Kwong, president of the Hong Kong Professional Teachers' Union and a member of the Legislative Council, said many schools ask for his help when facing similar difficulties.

"However, we cannot change the law. All we can do is help schools to fight for more funding and resources from the government."

Mariana Law Po-chu, a senior equal opportunities officer, said the limitation on resources should not be an excuse to stop promoting equal opportunities in Hong Kong.

"Only by making all schools accessible to disabled students can the education system in Hong Kong be truly equal and fair," she said.

Queen Elizabeth School opened three special classes for visually impaired students in 1978. There is one special class in each form from Form 1 to Form 3.

The facilities in these classrooms are specially designed to meet the needs of visually impaired students. Special apparatuses are installed in classrooms to magnify words in books.

Chan Yuen Yee, a Form 3 student who studies at Queen Elizabeth School, said the special class helped her to learn better because the pace of instruction in her class was slower than it is in normal classes.

The special class also provides her with a more comfortable learning environment because her classmates have the same disability she has.

"When I was in Primary 4, I was assigned to an elite class to study with some top students. There, my classmates disliked me because they thought that my impaired vision made the whole class learn slower," she recalled.

Although the special classes help the visually impaired students, it will be cancelled. The disabled students will be integrated with the other students.

An inclusive program has been promoted in response to the implementation of the Disability Discrimination Ordinance.

Under the program, students with disabilities or learning difficulties are supposed to be included in mainstream education. In 1997, the Education Department carried out the program in 20 schools.

After reviewing the program, the Education and Manpower Bureau announced in September 2000 that the inclusive education program would be the future direction of the Hong Kong education system.

Leung Wan Kit Ching, a teacher of the special classes at Queen Elizabeth School, said she understands the government's motives.

"The global trend is the integration of disabled students and normal students. Hong Kong will not be an exception," said she.

However, Mrs. Leung still hopes that the government will retain the special classes.

The Hong Kong Professional Teachers' Union's Mr. Cheung said the inclusive program is a sweeping proposal for the Hong Kong education system.

"The direction of the program is idealistic, but the government must take realistic obstacles into consideration. For example, finding money for building facilities and training for teachers, which are essential elements to carry out the program, are issues.

"If the Government has really decided to carry out the inclusive education program, they must ensure complete cooperation.

"Otherwise, it will be a disaster for the local education system," he added.

The senior equal opportunities officer, Miss Law, said on behalf of the Equal Opportunities Commission, "Creating an environment for disabled students to learn with ordinary students is as important as building libraries in schools."

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Gillian Cheng	Gillian Cheng

Leung Wan Kit Ching: Special classes should be retained.	Special classes are available for visually imparied students.
The Disability Discrimination Ordinance states that people with disabilities shall have equal opportunities in education. With reference to the ordinance, most schools that were built after 1996 have special facilities for disabled students. However, most schools that were built before 1996 do not have such facilities. To prevent the violations of the ordinance, some schools have considered the needs of disabled students during periods of remodeling. The principal of Baptist Lui Ming Choi Secondary School, Cheng Cho Chak, said, "We received subsidies from the government to construct a new six-storey building in 1999. A lift was installed and machines were bought to help wheelchair students to move up and down stairs." However, the school does not have any disabled students. "We seldom use the special facilities. Sometimes, teachers and school staff may use the lift to help them carry heavy things," said Mr. Cheng. "I don't know the amount of the maintenance fee for all these facilities because the government pays for us. I wonder if the money could have other uses, such as buying new computers or improving information technology in the school. That would be beneficial to most of the students." Not all schools can receive full subsidies from the government for building facilities for disabled people. Luen Kwong Public Primary School in Tai Tong Village, Yuen Long, encountered financial difficulties in catering to the needs of disabled students. Cheung Yan Kwong, the principal of the school, said the government granted $15 million for reconstruction to the school under the School Improvement Program. "We don't have a school hall now. So, we want to construct a two-storey building with classrooms on the ground floor and a hall on the second floor," said Mr. Cheung. The original design was banned, however, unless facilities for disabled persons were also built. According to the Disability Discrimination Ordinance, school buildings with more than one floor must install special facilities for the disabled. Mr. Cheung said, "Money and space are scarce for us. We cannot afford the maintenance fee if a lift is built. "We have never had a disabled student study in our school during the past 50 years. It is unfair for all the other students just because we have to cater for the needs of potential disabled students. "Finally we compromised to change the design. We built a one-storey building with classrooms and used the empty space in corridors and playground to build computer rooms," said he. Mr. Cheung suggested that instead of refitting special facilities in every school, the government should construct a few centralized schools with sufficient facilities for disabled students in every district. "That would be a more effective use of resources. Disabled people would also have equal opportunities to be educated," said he. Cheung Man Kwong, president of the Hong Kong Professional Teachers' Union and a member of the Legislative Council, said many schools ask for his help when facing similar difficulties. "However, we cannot change the law. All we can do is help schools to fight for more funding and resources from the government." Mariana Law Po-chu, a senior equal opportunities officer, said the limitation on resources should not be an excuse to stop promoting equal opportunities in Hong Kong. "Only by making all schools accessible to disabled students can the education system in Hong Kong be truly equal and fair," she said. Queen Elizabeth School opened three special classes for visually impaired students in 1978. There is one special class in each form from Form 1 to Form 3. The facilities in these classrooms are specially designed to meet the needs of visually impaired students. Special apparatuses are installed in classrooms to magnify words in books. Chan Yuen Yee, a Form 3 student who studies at Queen Elizabeth School, said the special class helped her to learn better because the pace of instruction in her class was slower than it is in normal classes. The special class also provides her with a more comfortable learning environment because her classmates have the same disability she has. "When I was in Primary 4, I was assigned to an elite class to study with some top students. There, my classmates disliked me because they thought that my impaired vision made the whole class learn slower," she recalled. Although the special classes help the visually impaired students, it will be cancelled. The disabled students will be integrated with the other students. An inclusive program has been promoted in response to the implementation of the Disability Discrimination Ordinance. Under the program, students with disabilities or learning difficulties are supposed to be included in mainstream education. In 1997, the Education Department carried out the program in 20 schools. After reviewing the program, the Education and Manpower Bureau announced in September 2000 that the inclusive education program would be the future direction of the Hong Kong education system. Leung Wan Kit Ching, a teacher of the special classes at Queen Elizabeth School, said she understands the government's motives. "The global trend is the integration of disabled students and normal students. Hong Kong will not be an exception," said she. However, Mrs. Leung still hopes that the government will retain the special classes. The Hong Kong Professional Teachers' Union's Mr. Cheung said the inclusive program is a sweeping proposal for the Hong Kong education system. "The direction of the program is idealistic, but the government must take realistic obstacles into consideration. For example, finding money for building facilities and training for teachers, which are essential elements to carry out the program, are issues. "If the Government has really decided to carry out the inclusive education program, they must ensure complete cooperation. "Otherwise, it will be a disaster for the local education system," he added. The senior equal opportunities officer, Miss Law, said on behalf of the Equal Opportunities Commission, "Creating an environment for disabled students to learn with ordinary students is as important as building libraries in schools."