ABSTRACT
The adequacy of support for students with special education needs (SEN) in ordinary schools is debatable as it is always considered as a kind of struggle for resources and manpower. In Hong Kong, a three-tier intervention model with increasing levels of support is used to define the appropriateness in meeting the diverse needs of students with SEN. It is suggested that in Tier 1 support, quality teaching, in terms of appropriate differentiated teaching, is recommended to support students with mild learning difficulties in class. In Tier 2 support, the arrangement of “add-on” intervention will be appropriate to meet the needs of students with persistent learning difficulties. In Tier 3 support, more intensive support, special accommodations or specialist support are expected for cases of children with more persistent learning difficulties (Education Bureau, 2007).
