NET Scheme News 2023 Spring issue 43

As teachers of students with special needs, we are in a unique position to empower both these students and their parents so as to achieve outcomes that will bring them profound and long-lasting benefits. At Hong Chi Winifred Mary Cheung Morninghope School, we always presume that our students have the ability to learn and we recognise the importance in supporting parents in their advocacy. Using the ‘Least Dangerous Assumption’ in Educational Decisions More than 30 years ago, Special Educator Anne McDonnellan first stated that, “in the absence of conclusive data, educational decisions should be based on assumptions which, if incorrect, will have the least damaging effect on the students”. The least damaging assumption is to presume the competence of all students. The idea of presumed competence is a component of the ‘New Paradigm’ of disability, and is to assume that a person with special needs has the ability to learn. This represents a major break from earlier definitions of disability, where differences tended to be seen as deficiencies. Becoming a Champion of Hope Presuming competence is not wishful thinking. It is the mindset that every student has intellectual ability and an inherent desire to learn, to contribute and to be engaged in relationships with others. It is giving every student a chance and helping them access that opportunity in any way we can. How do we go about living the least damaging assumption and providing the opportunities that presumed competence generates? We do this by: • focusing on who our students are becoming, not what they are doing; • focusing on processes rather than products; • believing that learning and growth are possible for all; • providing access to robust support and instruction; • focusing on teaching and providing enriching experiences; • accepting what a student is able to do now and partnering for growth; • using ongoing dynamic assessment as an opportunity to better understand the student and share their understanding with others; and • introducing and teaching Assistive Technology such as writing support, speech-to-text, reading pens and word-prediction software. Helping Parents to Strengthen Their Advocacy As teachers, we know the critical impact parents have on students’ learning outcomes. How can we help parents strengthen their advocacy and become cheerleading voices for their children? We prepare personalised milestones and trajectories for their children to visibly demonstrate their progress so that there is recognition for families’hard work and validation for their aspirations.We motivate parents by making sure they have a chance to celebrate every ‘small win’along the way as their kids pass these milestones and achieve these trajectories. When parents have hope, we can rely on them to back their kids, to be in their corners, rooting for them. With their help, these kids can and will reach their potential. Miku Tsang, English Panel Chair, Theresa Cheung, NET, Christy Chong and Euchar Poon, LETs, Hong Chi Winifred Mary Cheung Morninghope School 9 NET Scheme News Issue 43 Champion of Hope