Exploration of Alternative Study Tour Program for the Minorites Group in Hong Kong Society

Overview

In recent years, participating in study tour to China is compulsory in Hong Kong. Compare to mainstream local school, monitories students involving non-Chinese speaking (NCS) and special education needs (SEN) students reveal entirely different sides of learning situation and it is hard to develop connection with China Study Tour. Based on diverse obstacles they have such as language barrier, physical and mental condition, their sense of identity and the level of recognition of Chinese culture is limited. It is significant to raise these concerns to arouse Hong Kong citizen especially educators’ attention throughout this presentation.

This presentation combined two schools between Delia Memorial School (Glee Path) and Ebenezer School & Home for the Visually Impaired. The aim of this presentation is to explore how NCS and SEN students, perceive Chinese culture from their unique perspectives. We will discuss their learning experiences during the study tour and the appropriate support provided by teachers and schools. Few students might be invited to talk about their first-hand experience in ‘HUMAN LINRARY’. The ultimate goal is to share our experience in organising study tour for monitories students and we sincerely hope mutual support could be provided, thus empower both teachers and students.

(198 words)　The learning outcome of study tour increases minorities students’ understanding on national developments. Simultaneously, enhancing the level of sense of identity and developing proper values. With enormous support by school in advanced, minorities students are highly engaged during study tour.

In term of Delia GP, detailed-planning involved for pre-trip arrangement. Involving visa application with guideline, communication with EDB and travel agency for smooth immigration, food arrangement for diverse needs, tailor-made tour booklet with bilingual version to cater learning diversity. More than that, ‘video-making’ and ‘individual research project’ serve alternative ways to capture previous moment in China with their own insights.

In term of ESHVI, pre-trip visit is organized for field observation. After the Study Tour, students need to collaborate to complete a report. They are also required to present it during one of the morning assemblies, sharing their experiences and observations from the trip with the entire school.

(148 words)　1. Understand the difficulties and challenges faced by ethics minorities and visually impaired students during the Study Tour.

2. Learn how to provide appropriate and effective support to ensure ethics minorities and visually impaired students can participate in the Study Tour more accessibly.

3. Demonstrate the significance of how students overcome difficulties including language barrier as well as physical and mental restrictions (through the way of ‘HUMAN LIBRARY’) as well as raise the awareness of citizens particularly for the concerns of minorities group in Hong Kong.