Duncan had more visible signs, like
flapping his arms, and they returned to
the paediatrician once again. It was then
the recommendation for a test came,
and a week later, the result: positive for
autism spectrum disorder (ASD).
Her fear for her son’s future was
overwhelming, and the reactions of
others another stressor. Jane worried
that, “people would see him as some
freaky kid instead of the funny, smart
and loving boy he is,” she explains.
“In our experience, parents very
often need immediate support with
what to do next as it can seem very
lonely and confusing for parents
who have just found out their child
is struggling or not developing as
well as they should in a particular
area,” says Ginny Humpage, head of
curriculum at Bebegarten Education
Centre, a school in Wong Chuk Hang.
The school encourages inclusion for
children with special education needs
(SEN) into mainstream classrooms, and
runs educational workshops for adults.
Tech generation
Often the question is where to turn
for that support. Many parents head
immediately online, which can be
a minefield. Karen Kelly is head
teacher at Safari Kids, another
school that supports inclusion.
In her long career as a trained
SEN co-ordinator, in the UK and
Hong Kong, Karen has often met
parents soon after discovering
their children have learning
challenges. “It is normal for parents
to use the internet to glean more
information, which often ends up as
a kaleidoscope experience – and can
be very negative. Often they want
a prognosis for the future and often
this can’t be given,” she explains.
However, the internet can be
a good place to locate the various
therapy and treatment centres,
schools and perhaps most importantly,
support. Increasingly, Facebook
is proving a viable way to make
connections. Kim Andersen co-
founded Special Needs Network Hong
Kong 12 years ago, which can now be
found as a group through Facebook.
The Network holds regular
get-togethers and social events for
parents, but Kim wants to provide
a more comprehensive place for the
SEN community to meet, share and
glean information. Now in the process
of launching a comprehensive website
with forums, developmental activity
guides, information and advice to
extend that range substantially, the
resource will be unlike anything else
offered here. “There are lots of little
groups here and there but none of
that is being pulled together in one
place,” she says.
Accessing networks like this can
be all-important for parents. They
provide a place to pause and to find
consolation, to hear recommendations
for treatment centres, to keep up-
to-date with therapy and medical
research, and to strategise. Special
needs therapy is often costly, and
can be difficult to obtain. There are
fewer options for English speakers
and the two government-subsidised
programmes that can be accessed by
non-Cantonese speakers, at Watchdog
and the Child Development Centre,
can have lengthy waiting lists
– sometimes nearing two years.
Parents who have been through
similar experiences can offer help to
newcomers in navigating the system.
April 2015
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