Implements life skills training: Integrates regular training into daily life through “routine training” for students to acquire skills for an independent life.

Implements “Whole Language Learning Environment”: Creates a favourable learning environment to build students’ self-regulated learning habits and enhance their interest in language.

Implements Visual Thinking to help students with constructing knowledge and clarifying concepts, thus enhances students’ abilities in reflection and analysis.

Individual Education Programme: Suitable learning content and teaching strategies are designed according to individual students’ abilities and special needs.

Mixed-class re-grouping is adopted in Language and Mathematics lessons in Key Stage 2 and 3 to enhance students’ learning efficiency in various learning areas.

Curriculum integration is implemented in Key Stage 2 and 3 to connect different subjects. Aligning with “generic skills” and “values and attitudes”, activities across the curriculum (e.g. outdoor learning, investigative activities, experiential learning), life-wide co-training, and diversified assessment are applied.

New Senior Secondary Curriculum is adopted in Key Stage 4 to help students’ smooth transition to adult life and achieve life-long learning.

Support teaching is carried out to cater to learner differences. Individual or group service is offered to cater to the individual needs and abilities of different learners.

Resource teaching for students with Autism offers diversified service and adopts suitable strategies.

TEACCH: Systematic learning environment allows new students and students with Autism to adapt to school life and cultivate their self-management ability.

As the school is concerned about students’ growth and development, a whole school approach for students with emotional and behavioural difficulties is adopted. Multi-professional case discussions and regular case conferences are held to follow up on students’ situations. Home support is also provided for individual students with special needs.

“Leaver Support Group” follows up the needs of graduates. Close connection and cooperation with the succeeding organisations allow graduates’ smooth adaptation to adult life through suitable transition programmes.

Professional staff, including social workers, nurses, speech therapists, and an educational psychologist (peripatetic support), offer suitable support and remediation according to students’ needs, such as weight loss programmes, social skills groups, individual speech therapy, sensory integration training, etc.

Sensory integration room is opened for professional training and support from the occupational therapist. Parents can also reserve the room for practice for free.

The powerful and systematic team of parent volunteers offer diversified service for the students, including in-class support, assistance in activities, and production of teaching materials. The volunteer team not only strengthens home-school cooperation but also enhances parents’ sense of belongings.

The “Parent School” offers structured training for parents, promoting self-reliance from helping people and mutual learning.