Survey Reveals 70% of Parents Unaware of Learning Quality Concepts; SEN Parents Call for Enhanced School-Based Rehabilitation Support
SingTao · 2 SOURCESabout 2 hours ago8 MIN
Summary
A comprehensive survey conducted by the Hong Kong Evangelical Social Services Association has uncovered significant gaps in understanding "learning quality" concepts among parents and educators of preschool children aged 2-6. The survey, conducted between December 2024 and April 2026, gathered responses from 923 parents and preschool educators, revealing that over 70% of parents and nearly half of teachers never heard of or do not understand "learning quality" concepts. Meanwhile, parents of children with Special Educational Needs (SEN) have highlighted inadequate support from school-based rehabilitation services, urging greater public empathy and understanding.
Key Points
- The Hong Kong Evangelical Social Services Association surveyed 580 parents and 343 preschool educators between December 2024 and April 2026, focusing on nine key "learning quality" elements including initiative, curiosity, creativity, concentration, and self-regulation
- Survey results showed that 65% of parents and 58% of teachers considered concentration the most important learning quality for SEN children, while 52.1% of parents and 51% of teachers valued rule-following abilities
- A stark contrast emerged: only 10% of parents with typically developing children prioritized "learning to wait" skills, compared to 30% of SEN parents, reflecting the greater behavioral challenges faced by special needs children
- Educational Psychologist Tang Ka-man (鄧嘉雯) explained that SEN children often struggle with sitting still, following rules, and waiting, noting that telling a child "don't do that, wait" is genuinely difficult for them
- SEN parent Zhou Jianfang (周健芳) shared her experience with her 6-year-old son who has developmental delay, speech disorder, and social difficulties, noting that school-based rehabilitation services only provided one session every one to two weeks, which she considered insufficient
- The Social Welfare Department integrated the On-site Pre-school Rehabilitation Services (OPRS) and Integrated Programme in November 2025, with Senior Early Childhood Teacher Ye Chun-lan (葉春蘭) noting improved overall waiting times but significant regional disparities
- The association's two-year "Little Seeds - Cultivating Learning Hearts" programme introduced nine original "Little Seeds" characters representing learning qualities and organized activities including yum cha (dim sum) outings to help children practice waiting and following rules
Why It Matters
The findings highlight a critical need for greater awareness and understanding of learning quality concepts among parents and educators in Hong Kong, particularly regarding children with special educational needs. As the government continues to expand school-based rehabilitation services, addressing regional disparities and reducing societal stigma against SEN children will be essential for ensuring equitable early childhood development support across the territory .
The findings highlight a critical need for greater awareness and understanding of learning quality concepts among parents and educators in Hong Kong, particularly regarding children with special educational needs. As the government continues to expand school-based rehabilitation services, addressing regional disparities and reducing societal stigma against SEN children will be essential for ensuring equitable early childhood development support across the territory .