CEDARS provides support for students with special educational needs (SEN) through reasonable academic accommodations and adjustments.
These accommodations aim to minimise or eliminate the disadvantaging effects of students' conditions on their learning, levelling the playing field without undermining academic integrity or core course/programme requirements.
CEDARS offers tailored recommendations addressing individual needs in these areas:
- Special examination arrangements
- Special classroom arrangements
- Course materials in accessible formats
As students’ educational needs in HKU may differ from those in the past, there may be modifications to the academic adjustments and examination arrangements granted in HKU. After reviewing individual cases, CEDARS will issue an individualized support plan to the respective Faculties and the Examinations Office for approval and implementation. Students will also receive a copy of the support plan via HKU portal account for their record.
Students must first register with CEDARS to receive an Individualized SEN Support Plan. Please visit the CEDARS SEN Registration page for detailed registration procedures.
For further assistance with SEN matters, please contact the Faculty SEN Contact Person, Ms. Trinity Pun, at trinityp@hku.hk or 3917 2279
Types of Common Conditions
Type I: Physical and Sensory Disabilities
Common types include:
Visual Impairment
Visual Impairment (VI) is a functional loss of vision that cannot be corrected by optical lenses, medication and/or operation. The level of vision loss can be classified into total blindness (no perception of light) and low vision (severe to moderate and mild) in relation to visual acuity, visual field, and other factors. In addition, color-blindness is another common form of VI. Students may suffer from partial or total color blindness. Generally, students with VI may use specialized glasses, assistive technology, canes, and/or guide dogs. Please find more forms of academic accommodations and support below:
The following section provides detailed information on Academic Accommodations and Support.
LEARNING
- Provide course materials and notes to the student in accessible formats in advance (e.g. in electronic format, Braille)
- Enlarge images and font sizes of text, or allow the use of magnifier for reading
- Allow recording of lectures for later review
ASSESSMENT
- Extended time for assessments
- Rest breaks during assessments of long duration
- Allow the use of assistive devices in assessments (e.g. computer, screen reader and screen magnifier) to display questions and type answers
- Use enlarged question papers and provide more space (e.g. by combining two tables) to write
COMMUNICATION
- Address the student and identify yourself first before conversation and inform the student when you leave
SELF-MANAGEMENT
- Allow extra time for learning and memorizing new routes to unfamiliar locations
- Contact CEDARS to arrange a fire evacuation plan if there are foreseeable difficulties in using stairs to escape in an emergency
TIPS FOR PEERS
- Offer help to find seats and navigate on campus
- Name and describe the surroundings, people and objects on the go, in classes and during activities
- Describe information shown in classes that is not included in lecture notes
- Offer help to elaborate handwritten materials
- Offer help to take or share notes in classes
Hearing Impairment
Hearing impairment (HI), deaf or hard of hearing refers to reduced abilities in perceiving sounds. The impairment can affect only one ear or both. The degree of hearing loss can be classified into five levels: mild, moderate, moderately-severe, severe and profound.
The use of hearing aids, cochlear implants, Frequency Modulated (FM) systems, lip reading and/ or sign language interpretation may be needed for speech perception.
The following section provides detailed information on Academic Accommodations and Support.
LEARNING
- Allow note-takers to jot notes during classes
- Provide course materials and notes to the student in advance
- Allow the student to sit in the front row in classes or in circles during group discussions
- Provide subtitles for audio-visual materials (e.g. videos)
ASSESSMENT
- Consider alternative mode of assessment for class participation, oral and listening assessments
- Separate examination venue preferably in quieter and smaller rooms
- Allow the student to sit with the better-ear facing the speakers
- Provide written announcements
COMMUNICATION
- Get the student’s attention before speaking
- Talk to the student face to face
- Speak clearly, naturally and not too slowly
- Repeat and clarify main points when necessary
- Present important information in written format
- Ask if the student prefers to communicate through emails, phone text messages or by calls
- Alert the student with flashlight alarms or appropriate body gestures (e.g. petting on shoulders) in case of emergencies
TIPS FOR PEERS
- Offer help to take or share notes in classes
- Highlight discussion topics in group meeting
- Help directing the student’s attention by using appropriate body gestures
Physical Impairment
Physical Impairment (PI) refers to bodily impairment that is caused by permanent or intermittent physical conditions at muscles, bones, or nervous system, leading to restriction in one or more aspects in daily activities such as motor coordination, speech, handwriting, and mobility. Different types of PI can be developed before birth, at a later stage of life due to genetic problems, or acquired through accidents, infections, or diseases. Students may also require wheelchair or crutches for ambulation.
The following section provides detailed information on Academic Accommodations and Support.
LEARNING
- Classroom and examination venues accessible by lifts and preferably with a disabled toilet nearby
- Provide course materials and notes to the student in electronic format in advance (e.g. e-book)
- Allow recording of lectures for later review
- Allow note-takers to jot notes during classes
- A seat where the student can see the projector screen and board clearly, with convenient access to the entrance and more space to move around
ASSESSMENT
- Allow extra time to complete assignments
- Extended time for assessments
- Rest breaks for classes and exams of long duration
- Allow the use of assistive devices in assessments (e.g. computer, speech-to-text software, scribe assistance) for typing answers in case of constraints in writing
- Provide a desk with adjustable height to allow sufficient space for the student’s ease of movement
- Special consideration for student's attendance and class participation if the student needs regular medical appointments
SELF-MANAGEMENT
Allow sufficient time to navigate around campus
Allow time to take care of essential routines
Set realistic goals and learning pace
Contact CEDARS to arrange a fire evacuation plan if there are foreseeable difficulties in using stairs to escape in an emergency
TIPS FOR PEERS
- Talk to the student face to face to minimize student’s need of moving or orientating oneself
- Talk with the student on wheelchair at the same eye level (e.g. by sitting down)
- Adjust your pace when walking with the student
- Meet at places with accessible ramps, toilets, and entrances
- Offer help to take or share notes in classes
Type II: Learning and Developmental Disabilities
Specific Learning Difficulties (SpLD) (e.g. Dyslexia)
Dyslexia is a type of Specific Learning Difficulties which affects individuals’ learning and academic skills. Students with Dyslexia encounter difficulties in reading and writing while having at least average intellectual ability.
The following section provides detailed information on Academic Accommodations and Support.
LEARNING
- Provide course materials and notes to the student in electronic format in advance (e.g. e-book)
- Allow recording of lectures to assist understanding and later review
- Provide assistance in setting priority to readings
- Acquire learning strategies (e.g. identify key words in text, use mind maps for writing, etc.)
ASSESSMENT
- Extended time for assessments
- Allow the use of assistive devices in assessments (e.g. computer, text reader)
- Special consideration for student's handwriting and error in writing (e.g. spelling and grammar)
- Special question paper and/or answer sheet (e.g. with wider line spacing)
- Allow extra time to complete assignments
SELF-MANAGEMENT
- Use visual reminders (e.g. stickers, flow charts, etc.) to keep track of work
TIPS FOR PEERS
- Offer help to take or share notes in classes
- Remind the student on important dates (e.g. deadlines of assignments)
- Share reading and writing tips with the student (e.g. capturing main ideas in readings, organization of essay, etc.)
Attention-Deficit / Hyperactivity Disorder (AD/HD)
Attention-Deficit/Hyperactivity Disorder (AD/HD) is a neurodevelopmental disorder. Students with AD/HD may have difficulties in sustaining attention and/ or hyperactivity and difficulties in impulse control that lead to challenges in university education.
The following section provides detailed information on Academic Accommodations and Support.
LEARNING
- Allow recording of lectures to assist understanding and later review
- Arrange study place with less distractions
ASSESSMENT
- Rest breaks for classes and exams of long duration
- Separate examination venue to reduce distractions
- Allow extra time to complete assignments
COMMUNICATION
- Give clear and concise instructions to facilitate task comprehension and completion
- Repeat or elaborate on complicated concepts
SELF-MANAGEMENT
- Set reasonable goals
- Plan assignments and activities in advance
- Keep a schedule that records important dates (e.g. assignment deadlines, appointments, etc.)
- Constant review on work progress
- Acquire study skills to improve learning efficiency
TIPS FOR PEERS
- Clear division of work in group projects
- Share study tips with the student (e.g. time management skills, reading skills, etc.)
- Provide support on planning of assignments and help to break them into smaller parts
- Remind the student on important dates (e.g. deadlines of assignments)
Autism Spectrum Disorder (ASD)
Autism Spectrum Disorder (ASD) encompasses a range of mild to severe features including deficits in social communication, such as difficulties in reciprocal interaction and understanding non-verbal expressions, and restricted/ repetitive patterns of behaviour or interests.
The following section provides detailed information on Academic Accommodations and Support.
LEARNING
- Elaborate complicated concepts with visual aids (e.g. diagrams)
- Early announcement of changes in class (e.g. lecture/ tutorial schedule)
ASSESSMENT
- Separate examination venue to reduce distractions and anxieties
- Extended time for assessments to accommodate the need for longer processing time in some cases
SELF-MANAGEMENT
- Observe people’s interactions in different social contexts in university
- Enhance social skills through practices
TIPS FOR PEERS
- Take initiative to engage the student in conversation
- Assist the student in adjusting to the social context (e.g. alert the student of social cues)
- Be patient when communicating with them
Mental illnesses (MI) involve changes in thinking, feelings or behaviours that cause dysfunction in students’ daily activities. Common MIs among university students include Depressive Disorder and Anxiety Disorder. The course of illness ranges from episodic to chronic, varying from person to person.
Generally, individuals suffering from MI can experience diverse symptoms and/or side effects of medications that affect their cognition, emotion and behaviour.
The following section provides detailed information on Academic Accommodations and Support.
LEARNING
- Allow recording of lectures to assist understanding and later review
- Arrange study place with less distractions
- Consider reducing course loading to keep stress at manageable level or to give time for treatments
ASSESSMENT
- Extended time for assessments
- Special consideration for student's attendance and class participation
- Special exam schedule
- Allow extra time to complete assignments
SELF-MANAGEMENT
- Eat healthily and exercise regularly
- Keep structured routines
- Learn ways to manage stress and practise relaxation exercises
- Learn ways to communicate with professionals effectively
- Seek help when necessary
TIPS FOR PEERS
- Express your concern and care
- Listen to them patiently and non-judgementally
- Avoid minimizing their feelings
- Encourage the student to seek help from counselling
