Workshop Details

Abstract

The United Nations Convention on the Rights of Persons with Disabilities (CRPD) Article 24 recognizes that persons with disabilities can access education without discrimination and on equal basis with others (United Nations, 2006). The United Nations Sustainable Development Goal (SDG) 4 Quality Education ensures inclusive and equitable quality education and promotes lifelong learning opportunities for all, including persons with disabilities (United Nations, 2021). There is also an increasing number of registered students with disabilities in higher education institutions in Hong Kong. However, there is currently no policy framework or a common guideline that specifically facilitate the support service for students with disabilities at higher education institutions in Hong Kong up to date. In this TDG Project, semi-structured focus groups interviews with 30 students, alumni, and staff members from 6 UGC-funded universities in Hong Kong were conducted to gain a better understanding of the needs of students with visual impairment; and the barriers and facilitators staff encountered when supporting students with visual impairment. The information of accessibility service that is publicly available on the websites of 76 higher education institutions worldwide was also reviewed. Findings of the focus group interviews and the website review supported the development of a guideline on fostering practices for disability inclusion at higher education institutions in Hong Kong. At the Workshop, we will introduce the major components and findings of the Project and present a set of recommended practices based on the Guideline developed to encourage the co-creation of an inclusive teaching and learning environment at higher education institutions. We will also introduce the follow-up initiatives which will create a resource kit of accessible delivery of virtual teaching and learning, and a prototype of a train-the-trainer model in university for the sustainable development of accessible virtual teaching and learning in higher education.

About the Speakers

Dr. Patcy Yeung is an Associate Professor at the Faculty of Education, The University of Hong Kong and the Director for The Centre for Advancement in Inclusive and Special Education (CAISE). Her research focuses on the links between cognitive-linguistic skills and reading and writing development among Chinese children with and without developmental dyslexia. Her research also examines reading and writing motivation in Chinese children and adolescents, learning experience of students with visual impairment in higher education and the role of leadership in inclusive education and diversity management. Patcy was awarded with the Outstanding Teaching Award in 2018.

Dr. Gloria Ma is a Post-doctoral Fellow at the Faculty of Education, The University of Hong Kong. Her research interests include ecological approach to ableism, disability and accessibility, and the International Symbol of Accessibility. She is a power wheelchair user living with congenital muscular dystrophy. She co-founded the Wheel Power Charity Limited to promote social inclusion through experiential programs. Gloria was awarded the RGC Postdoctoral Fellowship in 2020.