Registration: Ms. Elsa Ling 2241-5828 / case@hku.hk
~ All Are Welcome~
About the Speaker:
Professor Linda Siegel is Dorothy C. Lam Chair Professor in Special Education at University of British Columbia. She specializes in dyslexia and other learning disabilities and has developed a system to both detect children at risk for reading difficulties and to provide intervention to reduce or eliminate their reading difficulties. She has published over 150 articles and book chapters on cognitive and language development, reading, learning disabilities, bilingualism, English as a second language, the detection of children at risk for learning difficulties, the development of very low birth weight infants, and the language learning of French, Spanish, Chinese, Punjabi, Arabic, Italian, Portuguese, and other languages. Professor Siegel has been the Associate Editor of Child Development and the Editor of the International Journal of Behavioral Development and has participated in research grant panels in the United States, Canada, Australia, Sweden, Israel, England and Hong Kong. Recently, she was a member of the U. S. National Panel in the literacy development of language minority children and youth.
Seminars:
1. Helping Children with Dyslexia and other Specific Learning Disabilities
1. Helping Children with Dyslexia and other Specific Learning Disabilities
Date: 15 February 2011
Time: 6:30 – 8:00pm
Venue: LE 8, Library Extension
Introduction
This seminar will review the major types of specific learning disabilities, including dyslexia, mathematical disabilities, dysgraphia, and non-verbal learning disabilities. The characteristics of each disability will be illustrated with case studies. Both the strengths and challenges of each type of disability will be discussed. The appropriate ways to assess children for specific learning disabilities will be presented. The most current, empirically validated treatments for these disabilities will be described. Response to Intervention (RTI), a new approach to providing appropriate education for students will be discussed and its significance for students with specific learning disabilities will be outlined. Illustrations from recently developed and validated computer software will be presented. Appropriate classroom and examination accommodations will be outlined, including specific techniques for their implementation. Early identification techniques to find difficulties early, before there are serious social and emotional consequences for the child and the family will be discussed.
2. Teaching English to ESL Children with Learning Difficulties
Date: 17 February 2011
Time: 6:30 – 8:00pm
Venue: LE 6, Library Extension
Introduction
This seminar will describe techniques to assess the English language skills of children with specific learning disabilities in the Hong Kong context. These techniques are available for use by teachers and other personnel. The development of skills that are critical for listening, speaking, reading, and writing in English will be discussed. Techniques to develop vocabulary skills will be outlined. Phonological awareness and phonics, important skills for learning English will be discussed. Computer software, available to schools and organizations free of charge will be demonstrated and opportunities to use this software will be discussed.
3. Supporting Inclusive Education for All Student
Date: 21 February 2011
Time: 12:45 – 2:00pm
Venue: LG02, Hui Oi Chow Science Building
Introduction
This presentation examines the roles that special schools can play within inclusive educational systems with reference to the UK, but with wider international relevance. The findings of a study of teachers’ attitudes towards this crucial ‘dilemma of difference’ from three countries and argues that it is time to develop more sophisticated ways of thinking about provision. Rather than insisting on locating ‘mainstream’ and ‘special’ at opposite ends of a one-dimensional placement continuum, a multidimensional model is presented in which a number of attributes can be considered when analyzing provision. The ‘flexible interacting continua’ provided in this model concern identification, participation, placement, curriculum and teaching and governance. It is argued that schools, whether mainstream or special, need to strive towards commonality in terms of all five dimensions rather than simply in terms of placement.
