Profile of Prof SIN, Kuen Fung Kenneth 冼權鋒 - The Education University of Hong Kong


Research Professor	Department of Special Education and Counselling
Executive Director	Institute of Special Needs and Inclusive Education
Executive Co-Director	Academy for Educational Development and Innovation

Contact

ORCiD

0000-0001-8923-1443

Phone

(852) 2948 7758

Fax

(852) 2948 7794

kfsin@eduhk.hk

Address

10 Lo Ping Road, Tai Po, New Territories, Hong Kong

Website

https://pappl.eduhk.hk/rich/web/person.xhtml?pid=9404&name=SIN, Kuen Fung Kenneth

Scopus ID

56015498100

SDGs

1 - No Poverty
3 - Good Health and Well-Being
4 - Quality Education
5 - Gender Equality
10 - Reduced Inequality
16 - Peace, Justice and Strong Institutions
17 - Partnerships for the Goals

Research Interests

Special education, Inclusive education, Teacher education, IT in special education, Emotional and behavioral disorders, Autism

Teaching Interests

Social inclusion, Special educational needs, Assistive technology, School reform, curriculum support and pedagogy for SEN

External Appointments

Prof. Sin is the Chairman of the Hong Kong Special Education Society, leading the research development and advocacy of inclusive education in Hong Kong. Prof. Sin once served as the assessment panel member in the Research Grants Council for the Research Funding Schemes for the Local Self-financing Degree Sector. He takes part in many community activities, in relation to special needs and inclusion. He is the school council members/supervisor of some special schools, members in some task groups for giftedness, inclusion, special needs and child welfare in Education Bureau, Curriculum Development Institute, Hong Kong Examination Assessment and Authority and Social Welfare Department. He is also appointed as the executive members, committee members or chairs in many NGOs for serving kids with special educational needs, persons with visual impairment, hearing impairment, intellectual disabilities, autism and behavioral difficulties. He also sits in the Councils of the Law’s Charitable Foundation and Council member in the Windshield Charitable Foundation for charity work. In mainland, Prof. Sin was invited to be the consultants of the Shenzhen Autism Research Association, National Project on Inclusive Education in Beijing, Rehabilitation Organizations in Guangzhou and Special Education Resource Centers in Hangzhou, China. He contributes much in the teacher training, research, resource development and advisory work. Prof. Sin is leading a team to support the professional development of teachers in special needs and inclusion in Macau. Supported by Macau SAR, a wide range of special needs courses and consultancy work were successfully organized to teachers in the years. He was invited to be the visiting scholar in the United Arab Emirate University and project consultant of the Hainan Normal University.

Personal Profile

Professor Kenneth Sin Kuen-fung (MH) is the Research Professor in the Department of Special Education and Counselling (SEC), Executive Director of Institute of Special Needs and Inclusive Education (ISNIE) and Executive Co-Director of Academic for Educational Development and Innovation (AEDI) at The Education University of Hong Kong. His expertise and research are in the areas of supporting students with special educational needs and professional development in inclusion. He has great consultancy experience in many local research projects as well as the training work for teachers teaching children with disabilities in Mainland China and Macau. He also successfully got a number of research projects and commissioned programs in the areas of special needs and inclusion. He firstly started the in-service teacher training in inclusion and special education at different levels for Hong Kong and Macau teachers. He also takes part in many community activities, in relation to special needs and inclusion. He was invited to be the school council members of some special schools, members in some task groups for giftedness, inclusion, special needs and child welfare in Education Bureau, Curriculum Development Institute, Hong Kong Examination Assessment and Authority and Social Welfare Department. He is also appointed as the executive members, committee members or chairs in many NGOs for serving kids with special educational needs, persons with visual impairment, hearing impairment, intellectual disabilities, autism and behavioral difficulties. He is the chairman of the Special Education Society of Hong Kong. In 2012, Prof. Sin led his research team and finished the commissioned reports of “The Review of Special Education in Macau” for DSEJ, Macau and “Study on Equal Learning Opportunities for Students with Disabilities under the Integrated Education System” for The Hong Kong Equal Opportunities Commission. He was awarded with a number of competitive GRF researches and Teaching and Learning Related Proposal for special needs from UGC. He also gained projects for school based support in inclusive schools, teacher empowerment in BEd programs and special needs training in China, respectively funded by The Hong Kong Jockey Club Charities Trust, Lee Hysan Foundation, Tin Ka Ping Foundation, The HK Pei Hua Education Foundation, Woven Charitable Foundation and The Swire Charitable Trust. He set up the Youth Academy for SEN for social inclusion at the university.

冼權鋒教授 (MH) 為香港教育大學特殊教育與輔導學系研究教授、特殊需要與融合教育研究所執行所長及教育發展與創新學院聯席執行院長。他的學術專長和研究範疇包括支援有特殊教育需要學生及融合教育專業發展。他經常就本港的研究計劃及內地和澳門的特殊教育師資培訓提供顧問意見，亦成功獲得多項與特殊教育有關的研究項目及委託培訓課程。他率先開展融合教育教師培訓，為香港及澳門教師提供不同程度及廣泛系列的特殊教育課程，以促進學界的融合發展。冼教授亦積極參加多種與特殊教育和融合教育有關的社會服務，包括出任多間特殊學校的校董；應邀加入教育局、課程發展處、香港考試及評核局及社會福利署等政府機構轄下有關資優教育、融合教育、特殊教育及兒童事務等工作小組；同時亦擔任多個非政府機構的執行委員、小組委員或主席，為特殊幼兒、視障人士、聽障人士、智障人士、自閉症人士及有行為困難青少年等，提供專業服務，現為香港特殊教育學會主席。2012年，冼教授帶領研究團隊先後完成澳門教育暨青年局委託的《澳門特殊教育專項評鑑》及香港平等機會委員會委託的《融合教育制度下殘疾學生的平等學習機會研究》。近年來，冼教授屢獲研資局優配研究金，開展不同專題的研究，如主流學校自閉學生的教與學、融合生高中後的發展、教學助理的支援角色及融合生與非融合生家長的態度，特教生生涯規劃教育的影響；也獲教資會教與學資助計劃，加強準教師的特教培訓。此外，冼教授透過不同的資助項目，如香港賽馬會慈善信託基金、利希慎基金、田家炳基金會、香港培華教育基金會、織樂慈善基金及太古慈善信託基金，分別為主流中小學提供校本支援，為職前教師提升特教知能體驗及為內地特殊教育教師提供到港的特殊教育訓練。冼教授於大學內開設特教青年學苑，促進校園共融。

Research Interests

Special education, Inclusive education, Teacher education, IT in special education, Emotional and behavioral disorders, Autism

Teaching Interests

Social inclusion, Special educational needs, Assistive technology, School reform, curriculum support and pedagogy for SEN

External Appointments

Prizes and awards


Faculty Teaching Award, (General Faculty Member) The Faculty Teaching Award Scheme was established to recognize, encourage, and reward excellence in teaching and sustained involvement in disseminating and sharing the results of effective and innovative teaching. This emphasizes the University’s commitment to: (a) foster teaching excellence; (b) improve student learning; (c) encourage innovative teaching; and (d) provide leadership in sharing good teaching practices. 2. The awards also help to stimulate discussion within the University about the nature of teaching quality and encourage widespread sharing amongst staff. Date of receipt: /11/2022, Conferred by: Faculty of Education and Human Development
The HKICT Awards, Smart People (Smart Education and Learning) Award: Certificate of Merit Dyslexia is a learning disability which affects many primary school students in Hong Kong. Traditional pre-screening and diagnosing services of Dyslexia is labor intensive, expensive and time-consuming. The app is the first AI-based technology for dyslexia prescreening in Hong Kong, which provides fast, affordable and automatic pre-screening of dyslexic students. This can shorten the student assessment cycle, achieve early intervention of dyslexic students, and to relieve the screening load of education psychologists for them to focus more on treatment. They've designed a software application which provides an interactive environment for students to write traditional Chinese characters. They collect data from interactive sessions, including the time spent on learning each character and the handwritings of students. By using multi-modal analysis, Their AI engine can analyze the data and predict the likelihood that students are dyslexic. Date of receipt: /8/2022, Conferred by: The Hong Kong Council of Social Service
President’s Awards for Outstanding Performance in Knowledge Transfer 2021/2022 (Team) In 2019, Prof. Sin led the team to set up the Jockey Club Youth Academy for Special Educational Needs (YASEN) to respond to the global trend of, and local concern about, continuing education for persons with disabilities. The Education Bureau and heads of special schools highly commended and supported this initiative. SEN school leavers received lifelong learning opportunities on the University campus to develop 21st century skills and competences beyond schools. The success was multidimensional. The project tasks included course delivery, e-learning, SEN YouTube, mentorship, seminars, empirical studies and resource development. The training benefitted over 3,000 participants, including the SEN youths, pre-service teachers, parents and community helpers. The concerted effort among academics and community helpers created a synergic effect in course design and delivery. YASEN provided a successful and sustainable model of continuing education and social inclusion for SEN school leavers. Date of receipt: 12/7/2022, Conferred by: The Education University of Hong Kong
Certificate of Merit, FEHD Caring Teacher Award Scheme The FEHD Caring Teacher Awards are established to acknowledge and reward excellence in teaching among FEHD staff, as well as to emphasize the University’s commitment to: (a) exhibit overall pastoral care of students; (b) practice LPVE actualization in classroom/ project/ field experience/ practicum/ university life; and (c) demonstrate curriculum/ professional leadership in programmes/ courses with LPVE elements. Date of receipt: 31/5/2022, Conferred by: Faculty of Education and Human Development, EdUHK
Long Service Award (10 years) Date of receipt: /11/2021, Conferred by: Social Welfare Department
Hong Kong ICT Awards: Smart People (Smart Inclusion) Gold Award CSENIE worked in partnership with Sam Shui Natives Association Lau Pun Cheung School, C.C.C. Kei Shun Special School, TWGHs Tsui Tsin Tong School and Open Knowledge Association for a funded project titled Special school's school-based learning materials digitization scheme and establishment of "E-learning for Inclusive Education Association (ELFIE)". In this three-year project, ELFIE set up a learning management system RainbowStar, and developed a total of 572 electronic textbooks in different subjects. The team has conducted over 1000 sections of e-Book trials, lesson observations, and teaching exchanges. We also conducted research and sharing sessions for teachers, therapists, scholars and researchers. Until 2021, more than 60% of special schools were RainbowStar users. In the pandemic, the outcome was with significant impact on supporting the home learning for students with intellectual disabilities. The digital inclusion was finally achieved. Date of receipt: /11/2021, Conferred by: The Hong Kong Council of Social Service
Outstanding Social Service Awards & Service Delivery Award (Innovative Ideas & User Participation) The Hong Kong Christian Service led the 6 special schools for students with intellectual disabilities and CSENIE at EdUHK for a project on Adventure Based Learning and Virtual Reality Learning, funded by The Hong Kong Jockey Club Charities Trust. For research purpose, CSENIE helped prepare the tool for measuring the generic skill enhancement. The project was awarded the Outstanding Social Service Awards, Service Delivery Award (Innovative Ideas & Service Delivery Award (User Participation). Details may refer to the links below. https://www.facebook.com/262651629903/posts/10159732594199904/?d=n www.hkcs.org www.jcelp.org.hk Date of receipt: 22/11/2021, Conferred by: The Hong Kong Council of Social Service
Medal of Honour Awarded in recognition of community service in a district or in a particular field over a long period of time Date of receipt: 1/7/2021, Conferred by: The Government of the Hong Kong Special Administrative Region
President’s Award for Outstanding Performance in Administrative Services 2019/2020 (Individual) Professor Kenneth Sin is an iconic figure in special education, whose goal is to support community inclusion and teacher education in catering for diversity. As the Director of the Centre for Special Educational Needs and Inclusive Education, he has played a significant role in leading his team to provide centre advancement in support of inclusion training, and research and knowledge-transfer activities. He has spearheaded changes and reforms for sustainable centre development. He recognised the importance of the amalgamated effect of initiatives, service quality and building a capable team for seeking funding. He then set up a new modus operandi of special needs training and support for beneficiaries, cover teachers, parents, children and community helpers. With sustainable financial support, he has successfully developed efficient teams for administration, teaching and research for project work, programme training and evidence-based practice. Date of receipt: 22/5/2020, Conferred by: The Education University of Hong Kong
President’s Awards for Outstanding Performance in Knowledge Transfer 2018/2019 (Team) For E-learning enhancement, the team was invited as a collaborative partner with three pioneer special schools for developing an e-learning platform, so as to foster innovative e-strategies and e-practices for teaching students with intellectual disabilities. Prof. Sin led the team for the knowledge transfer activities such as school-based consultancy, research activities, knowledge dissemination and staff training. Over 570 e-books across subjects and at different levels were available to students with different needs and abilities, giving both teachers and parent access, and promoting digital inclusion across all Hong Kong special schools and beyond. This project has demonstrated an important innovation of e-learning development with far-reaching knowledge transfer impact on quality education for SEN students. The E-learning for Inclusive Education Association was then set up for sustainable development and wider dissemination. Date of receipt: 25/3/2019, Conferred by: The Education University of Hong Kong
President’s Award for Outstanding Performance in Teaching 2017/2018 (Individual Award) Professor Sin’s achievements are the result of his efforts to promote the quality of learning and teaching in inclusion, and demonstrate the far-reaching impact of special education on the teaching profession, schools and the community. His learner-centred approach supports the development and cultivates the commitment of EdUHK students to serve society through authentic exposure, committed service, interactive dialogue, in-depth study and reflective thinking. He adopts the “BAT” model (Belief, Attitude and Technique) for his core thought on professionalism in special needs, in which outcome-based learning of awareness, knowledge, judgment, expression and application are embedded solidly in the conceptual framework. The students are expected to be caring, competent and concerned about special needs and to become responsible members of the profession. (http://p-awards.eduhk.hk/201718/ProfessorKennethSINKuen-fung.php) Date of receipt: 14/5/2018, Conferred by: The Education University of Hong Kong
President’s Award for Outstanding Performance in Knowledge Transfer 2016/2017 (Individual Award) Professor Sin has been a leader in numerous community activities in the field of special needs and social inclusion. He is widely recognised for his enthusiastic and professional support for the diverse learning needs of students. His research-based practice addresses many gaps and deficiencies in the current arrangement and delivery of education. He adopts an integrated approach that connects knowledge transfer with research and teaching. His evidence-based practice and research not only develops new ideas and informs policy changes, but also has significant effects on the values, attitudes and behaviour of his stakeholders. This further reinforces the mutual support between research and practice in education and facilitates the formation of professional partnerships. The impact of his knowledge transfer activities is well known in local and regional communities. (http://p-awards.eduhk.hk/201617/ProfessorSinKuenFungKenneth.php ) Date of receipt: 12/5/2017, Conferred by: The Education University of Hong Kong
Conferment of the title: Professor (Practice) To recognize teaching and professional scholarship in fields relevant to the core mission of the Institute and its main disciplinary areas, the Institute in April 2012 introduced the conferment of the titles of Professor (Teaching) or Professor (Practice) to serving Academic/ Teaching Staff at Associate Professor/ Senior Teaching Fellow levels who demonstrate sustainable excellence in educational leadership or leadership in professional fields, having an impact on the profession and the community, and attaining recognition locally, regionally and even internationally. Date of receipt: 1/7/2013, Conferred by: HKIEd
Certificate of Merit for the Knowledge Transfer Award This project aimed at enhancing the pedagogical practice of special education teachers, through the joint effort of EDB, CSNSIE and teachers/principals in special schools. This tripartite model of professional collaboration was widely supported by the school heads of special schools. Date of receipt: /7/2010, Conferred by: HKIEd
Scholarship for Erasmus Mundus Scholar Erasmus Mundus is a worldwide cooperation and mobility programme that aims to enhance quality in higher education and promote intercultural understanding. Erasmus Mundus Scholar was financially support to take part in the MA/Mgr. Special Education Needs program(2009-2010) jointly run by the Rhohampton University (United Kingdom), Charles University (Czech Republic) and Fontys University of Applied Science (The Netherlands). Date of receipt: 1/9/2009, Conferred by: European Commission
Certificate of Merit The project “Supporting Teachers in Using Information Technology in Special Education” was awarded with Certificate of Merit in the competition of QEF Outstanding Project Awards. Date of receipt: /12/2008, Conferred by: Quality Education Fund, Education Bureau, HKSAR
Certificate of Merit The project titled “Making Integration Successful” was awarded with the Certificate of Merit in the competition of Quality Education Fund Outstanding Project Awards. Date of receipt: /12/2008, Conferred by: Quality Education Fund, Education Bureau, HKSAR
Distinguished Teacher Awards Recipient of The HKIEd Distinguished Teacher Award in 2001/2002 Date of receipt: /12/2001, Conferred by: HKIEd

Projects


Using Big Data to "Teach precisely, Learn efficiently" to further develop One-stop Learning Management System and e-Learning resources to cater for different learning needs This is a joint project with special schools for setting up the eLearning platform for enhancing the quality of learning and teaching. The team will provide advice and monitor the quality of e-learning materials during the development process, and organize workshop training for pre-service teachers. The team will also conduct independent evaluation on the project implementation, resource development and learning effectiveness. Project Start Year: 2024, Principal Investigator(s): SIN, Kuen Fung, Kenneth
Development and Evaluation of the Cognitive Function Training Set among Children with SEN in Hong Kong: Phase II (RMG) .. Project Start Year: 2023, Principal Investigator(s): SIN, Kuen Fung, Kenneth
The Effectiveness of AI Robot Training System for SENs: A Pilot Study for Improving Learning Ability for Primary Students with SLDs .. Project Start Year: 2023, Principal Investigator(s): SIN, Kuen Fung
Effectiveness of the Technology of Artificial Intelligence and Internet of Things Enhanced Online Platform for Supporting ASD Students (RMG) .. Project Start Year: 2023, Principal Investigator(s): SIN, Kuen Fung
The Effectiveness of Neurocognitive Training (NCT): A Pilot Study for Improving Attention and Executive Function for Primary Children with ADHD (RMG) .. Project Start Year: 2023, Principal Investigator(s): SIN, Kuen Fung
A Study on the Effectiveness of the Lifelong Learning Course (YASEN) in Enhancing Life Skills of SEN School Leavers (RMG) .. Project Start Year: 2022, Principal Investigator(s): SIN, Kuen Fung
Enhancing Equality in Learning Opportunity – Develop Effective School-based Enrichment Programmes for Under-achievers with High Ability (Phase 2) Social Innovation and Entrepreneurship Fund Project Start Year: 2022, Principal Investigator(s): SIN, Kuen Fung, Kenneth
Experiential learning project for students with SEN: Independent evaluation for SE benchmark, career planning & generic skills in ID schools This is a three-year project. While the team are developing the VRL curriculum, providing the transition support from school to career planning, and training students in community adjustment, career, and personal care, ISNIE will help examining the program effectiveness by developing instrument for measuring the attainment of the remaining 3 generic skills of individual students with different extent of intellectual disabilities, by evaluating the effectiveness of resources, services and training of the project programs; and by identifying successful evidence-based practices through a wide range of investigation. Furthermore, for sustainability, ISNIE will offer training the pre-service teachers to be ABL/VRBL mentors/coaches as well as organize knowledge transfer activities for the outcome dissemination. The committed tasks will be a. To provide professional advice/input on the design, development, research, learning hub and dissemination for developing the Hong Kong Bench Mark Adaptation for Special Schools and Tailor-making Self-Assessment Tools; b. To conduct evaluation among stakeholders on using Hong Kong Bench Mark Adaptation for Special Schools and Tailor-making of Self-Assessment Tools; c. To further validate and develop instrument the three remaining generic skills for measuring ID individuals’ attainment; d. To evaluate the effectiveness of the CV360 and VASK training program; e. To provide training of pre-service teachers on knowledge and skills in assessment, interventions and career support through the ABL, VRBL activities, CV360 and VASK; f. To support the knowledge dissemination on the project outcome to in-service teachers local, regionally and internationally. Project Start Year: 2022, Principal Investigator(s): SIN, Kuen Fung, Kenneth
Self-dehumanization and other-dehumanization toward students with special educational needs: Examining their prevalence, consequences and identifying solutions Dehumanization, that is perceiving others as lacking humanness, has been recently brought to public attention. The perpetrators of dehumanization may be less prosocial, more antisocial, and negatively shape public policies, while the victims of dehumanization may suffer from mental and functional issues. It is unarguably a common phenomenon with profoundly harmful consequences. Research in dehumanization has begun to highlight its existence across cultures, affecting targets like ethnic minorities, gender groups, and socioeconomically disadvantaged groups. However, little attention has been paid to students with special education needs (SEN) in inclusive settings. Built upon the Dual Model of Dehumanization, which differentiates between human uniqueness (i.e., differences between humans and animals) and human nature (i.e., differences between humans and objects), the research, with mixed methods design, aims at examining the dehumanizing perceptions of SEN students through various lenses (SEN students, parents, peers, teachers and the public), investigating its role in mental health and well-being, and exploring effective intervention strategies to reduce dehumanization. In Phase 1, it examines self-dehumanization (whether and how SEN students dehumanize themselves), and its relationship with psychological well-being and school functioning, as well as dyadic relations with peers, parents, and teachers. Subjects (N over 1015 in total) are invited to complete measures of humanness, well-being, school functioning, and prejudice, followed by a survey among the non-SEN majority group members in society to examine how they dehumanize SEN students (other-dehumanization) and how it is related to prejudice and public policy support. In Phase 2, drawing on the quantitative findings of Phase 1, experiments are conducted to directly manipulate the perception of humanness of SEN students and measure its effects on dehumanization, prejudice, subjective well-being, and public policy support (N over 540 in total). Findings from Phase 2 not only substantiate the previous studies in this field, but also provide practical implications to reduce dehumanization and its negative consequences for SEN students. In summary, the identified prevalence and key features of the dehumanization of SEN students and their associations with psychological consequences will contribute to the limited literature on this important topic in SEN students. The outcome is also significant as it further explores its underlying mechanisms through experimental studies to offer more solid empirical data as compared to previous cross-sectional designs, as well as sheds valuable insights for future practical endeavours on providing solutions to both self- and other-dehumanization of this vulnerable group in Chinese context. Project Start Year: 2022, Principal Investigator(s): SIN, Kuen Fung 冼權鋒
Development and Evaluation of the Cognitive Function Training Set among Children with SEN in Hong Kong (RMG) In the research matching grant proposal, it aims at examining the effectiveness of using the innovative Feuerstein approach in training SEN students. The project will 1. Develop a set of tools that is parallel to the Feuerstein instruments so that the training of cognitive functions can be popularized among Children with SEN in Hong Kong; 2. Adapt the training set to be user-friendly, so it could be able to reach a broad range of audiences; 3. Evaluate the effects of the training set by examining the cognitive functions of the participants; 4. Provide training to the parents of children with SEN, empower them with the Mediate Learning Experience technique to enhance the cognitive functions in family settings; Project Start Year: 2021, Principal Investigator(s): SIN, Kuen Fung
Enhancing Equality in Learning Opportunity – Develop Effective School-Based Enrichment Programmes for Under-Achievers with High Ability in Low Social Economic Status (Phase 1) Families of underprivileged students with underachievement usually do not have extra resources to support the children and develop the talent properly. The lack of support in both school and family brings an inequality to talent development of the underprivileged student. Such an inequality made underprivileged students with underachievement irreversible. Underachieving gifted students are observed to have more problematic intrapersonal traits, such as antisocial behaviors, greater social immaturity, emotional dysregulations, and higher level of self-criticism (e.g. VanBoxtel & Monks, 1992). These perceptions of insufficiency further push them towards the developmental trajectory of underachievers in general. This project therefore aims to provide equal learning opportunity for the under-achieving students with high ability in low social economic status and raise the social awareness of their educational needs.The proposed project aims (1) to provide suitable education for the children to develop their talents in school; (2) to provide an opportunity for teachers to gain insights of their students’ talents and receive guidance on their talent developments; (3) to assist Hong Kong schools to map the stronger and weaker capacities of the underprivileged students by providing training to them in the basic knowledge of education for high ability students; (4) to develop a local community of talent development experts in long run; (5) to change the perspective the general public in gifted education. Project Start Year: 2021, Principal Investigator(s): SIN, Kuen Fung, Kenneth
Feedback Matters to Achievement, but How it is Proceeded Psychologically by University Students to Harness its Sustainable Power? A Cross-Cultural Longitudinal Study In search of the underlying mechanisms of feedback in influencing student achievement, this research cluster will bring together international higher education experts and researchers across three countries to explore students’ Feedback Orientations (FO) which is a psychological construct comprised of multiple feedback perceptions that collectively determine an individual students’ overall willingness and readiness to use the feedback (London & Smither, 2002; Yang, 2018, 2019, 2020, 2021, 2022). Project Start Year: 2021, Principal Investigator(s): YANG, Lan (SIN, Kuen Fung as Co-Investigator)
Deep Learning Technology for Dyslexia Classification Funded by Innovation and Technology Fund for Better Living, this project is to develop an AI-based mobile application to assist and speed up dyslexia classification among primary school students by analyzing their handwriting and reading ability through game playing. It aims at reducing the manpower required for dyslexia classification, enhancing the efficiency of assessment and treatment of dyslexia, and providing teachers and parents with a training tool to help children with dyslexia. Project Start Year: 2021, Principal Investigator(s): Professor CHAN Shueng Han, Gary (SIN, Kuen Fung, Kenneth as Collaborator)
Policies, practices and challenges: A comparative study of inclusive education for students with and without special educational needs in Hong Kong and the United States This is a comparative research on inclusive education practices in Hong Kong and San Antonio, Texas, the United States. The primary focus is quality practices of inclusive education in the two cities. The project is funded by University Grants Committee - Research Grants Council in partnership with Fulbright Foreign Scholarship Board. The Co-Principal Investigator of this international collaborative research is Dr. Nathern Okilwa from Department of Educational Leadership & Policy Studies, College of Education & Human Development, The University of Texas at San Antonio. Professors Kenneth Sin and Bruce Barnett are the advisors of this study. Project Start Year: 2021, Principal Investigator(s): SZETO, Sing Ying Elson 司徒勝營 (SIN, Kuen Fung 冼權鋒 as Team Member)
Harnessing the Power of Teacher Feedback to Enhance Learning Outcomes: The Roles of Students’ Feedback Orientations and Learning Engagement This GRF project across Hong Kong, Macau and the mainland of China will help determine the mechanisms underlying student use of teacher feedback. Informed by these results, teachers can design and provide effective feedback that students (a) perceive as useful and (b) use to facilitate their active engagement and improve learning outcomes. Project Start Year: 2021, Principal Investigator(s): YANG, Lan 楊蘭 (SIN, Kuen Fung 冼權鋒 as Co-Investigator)
The Generic Skill Enhancement in VRBL among Students with Intellectual Disabilities The objectives of this pilot study are to a) develop and validate sets of behavioral indicators for generic skills among students with intellectual disabilities (ID); b) compare the generic skills of students with ID before and after ABL/ VRBL training; d) determine the difficulties, challenges, changes, and strategies in ABL and VRBL training for generic skill enhancement; and e) make recommendations for integrating generic skills at progressive levels in curriculum planning, training and program evaluation. Project Start Year: 2021, Principal Investigator(s): SIN, Kuen Fung
Revealing the Struggle: Chinese Reading Comprehension and its Correlates in Hong Kong Deaf Children An investigation on Hong Kong children's Chinese reading comprehension level, and its correlates. Project Start Year: 2020, Principal Investigator(s): CHOI TSUN MAN, WILLIAM 蔡浚文 (SIN, Kuen Fung 冼權鋒 as Collaborator)
Impact of Social Events on Stigmatized Identity and Well-being: Experience of Parents of Children with Special Educational Needs in Hong Kong Focusing on parents of children with special education needs (SEN) in Hong Kong, this project is designed to investigate the psychological impact of social events on parents’ perceived well-being, stigmatized identity, and perceived discrimination, in hope to raise public awareness to provide support for SEN families and caregivers. This project is expected to recruit 200 parents and will employ a survey study to examine their experience in the past year. This study aims to investigate the associations of well-being, stigmatized identity, perceived discrimination, and the impact of social events, as well as to provide theoretical and practical implications for future interventions and post-pandemic support for SEN families. Project Start Year: 2020, Principal Investigator(s): SIN, Kuen Fung 冼權鋒
Harnessing the Power of Assessment to Support Pre-service Teachers' Learning and Professional Development Through an Innovative Blended Learning Approach (A+BLe) Educators in higher education encounter lots of difficulties in maintaining high academic standards and high quality attributes in today's classes with a large number of students with diverse needs. It remains a challenging task for teachers to, on one side, well organize the teaching/learning content so that all students are more likely to actively participate in the learning process, and on the other side, to well assess students’ use of their higher-order/self-directed learning processes (e.g., self-assessment, peer-assessment, use of formative feedback from teachers) to achieve academic success and high quality attributes upon graduation. There is a compelling need to provide a rigorous blended learning approach that can link teaching, both online and offline learning and assessment practices (self-assessment, peer-assessment, and teacher-assessment) in a visible, achievable and sustainable way. The A+BLe approach is expected to also encourage students to not only undertake the learning activities actively, but also tell students and teachers how well the objectives of teaching and learning have been achieved. Based on these concerns, this project aims to provide an innovative and creative blended learning approach (A+BLe) to link teaching, learning, and assessment practices in a visible and systematic way to promote EdUHK students’ multiple learning outcomes that are essential for their professional development. Project Start Year: 2020, Principal Investigator(s): YANG, Lan 楊蘭 (SIN, Kuen Fung 冼權鋒 as Co-Investigator)
Promoting AI Literacy and Effective Use of AI in Education The objectives of this project are twofold: firstly to prepare students with AI literacy and secondly to explore and develop AI tools for teaching and learning in a range of academic disciplines. The project will offer a good opportunity not only to develop the AI literacy of students, but also to promote effective use of AI in education as well as to prepare students to adopt AI-powered technology in their future teaching careers. Project Start Year: 2020, Principal Investigator(s): LI, Wai Keung (SIN, Kuen Fung, Kenneth as Co-Investigator) SDGs Information: 4 - Quality Education, 9 - Industry, Innovation and Infrastructure, 10 - Reduced Inequality, 17 - Partnerships for the Goals
Jockey Club Youth Academy for Special Educational Needs (JCYASEN) Funded by the Chief Executive’s Community Project Fund of The Hong Kong Jockey Club Charities Trust, this project is to respond to the global trend and local concern to the education of person with disabilities, for providing the alternative learning opportunities in the university campus with unified effort and in an innovative approach. In order to fill the missing service gap, it aims at providing continual education and lifelong learning opportunities for SEN school leavers in tertiary institutions; building up an e-learning infrastructure for the course development; mobilizing the university academics and researchers for nurturing the talents of SEN students; being collaborative with schools and community experts for innovative practices in the mode of delivery; and empowering the pre-service teachers, community helpers and parents with the necessary knowledge and skills for catering for diversity. The project tasks include course development and implementation, e-learning, knowledge transfer seminars, empirical study, resource development, and training for different stakeholders. The coverage of the beneficiaries not only addresses the needy group, SEN youths, but also extends to a wide range of stakeholders, such as pre-service teachers, parents and community helpers. It is expected that over 3270 participants (Courses: SEN youth=750, Preservice teachers=360, Parents=180, Helpers=180) (Seminars: Teachers=1200, Parents=600) will be benefitted at different levels and stages of project implementation. The deliverables and reports will also help the advancement for course development, teacher education and policy development. Project Start Year: 2020, Principal Investigator(s): SIN, Kuen Fung 冼權鋒
Robotic Intervention Framework for Children with Autism Spectrum Disorder to Enhance Social Engagement and Participation (General Research Fund, RGC) This study will develop and test a Robotic Intervention Framework for Children with ASD in the real context. Project Start Year: 2020, Principal Investigator(s): CHUNG, Yin Han Eva 鍾燕嫻 (SIN, Kuen Fung 冼權鋒 as Co-Investigator)
Jockey Club Experiential Learning Project for Students with Special Educational Needs: Development of Generic Skills Measurement Tool and Project Evaluation Study Funded by The Hong Kong Jockey Club Charities Trust, The Hong Kong Christian Service is collaborating with 6 special schools for students with intellectual disabilities (ID) (CCC Kei Shun Special School, CCC Mongkok Church Kai Oi School, Hong Chi Pinehill No.3 School, PLK Anita LL Chan (Centenary) School, PLK Law’s Foundation School and PLK Mr and Mrs Chan Pak Keung Tsing Yi School) on a joint project for providing adventure based learning (ABL) and virtual reality based learning (VRBL) to students and graduates with intellectual disabilities (ID) with the aims to develop their generic skills in the exposure and after the training. The Centre for Special Educational Needs and Inclusive Education (CSENIE) is invited to be a partner in the project for the consultancy, evaluation, resource development, training and knowledge dissemination in the project. In 2019-2021, while the team are developing the ABL/VRBL curriculum and conducting the teaching and training of students with ID in the seed schools/adult centers, CSENIE will help examining the program effectiveness by developing instrument for measuring the attainment of generic skills of individual students with different extent of intellectual disabilities, by evaluating the effectiveness of resources, services and training of the project programs; and by identifying successful evidence-based practices through a wide range of investigation. Furthermore, for sustainability, CSENIE will offer training the pre-service teachers to be ABL/VRBL mentors/coaches as well as organize knowledge transfer activities for the outcome dissemination. The committed tasks will be a) To provide professional advice/input on the design of the ABL/VRL training programmes and optimization of performance indicators; b) To validate the measuring instrument developed for measuring ID individuals’ attainment of generic skills and related areas; c) To evaluate the effectiveness of ABL and VRBL activities on students with intellectual dis Project Start Year: 2019, Principal Investigator(s): SIN, Kuen Fung
Investigating SEN Students’ Academic and Career self-concepts, School engagement, and Outcomes in Inclusive Education Integrated with Career Planning The present Early Career Scheme (ECS) project (funded by University Grant Council, Hong Kong SAR) extends self-concept research by examining academic self-concept, career-related self-concept, school engagement and academic achievement in SEN students. Although not documented systematically in a single study, these factors have been consistently associated with students’ quality of learning and quality of life in and beyond schools. To overcome the limitations of cross-sectional design, the PI uses a 2-year research design with two phases. The quantitative Phase I focuses on testing the relationships among these variables (before and after an academic year) in SEN students. Phase II is a follow-up qualitative study to collect in-depth data through individual interviews. Three cohorts (S4-S6) of secondary students will participate. Another key feature of this study is the inclusion of an equivalent number of non-SEN students as a comparative group. In inclusive education, both SEN and non-SEN students are learning in same classrooms. The ideal goal is to cultivate similar academic and career-related outcomes between the two groups of students. The comparative results are expected to generate a deeper understanding of SEN students’ self-concepts for follow-up development of enhancement programs. Project Start Year: 2019, Principal Investigator(s): YANG, Lan 楊蘭 (SIN, Kuen Fung 冼權鋒 as Collaborator)
Building School-Family-Community Partnerships in Inclusive Education Setting: Exploring the Predictors of the Achievements of Students With Special Education Needs The number of students with special education needs (SEN) in inclusive settings in Hong Kong has increased rapidly in recent decades. In an inclusive setting, students with different kinds of SEN learn together with typically developing students in the same classroom. Throughout the process, one of the greatest challenges is the collaboration among schools, families and the community to better support all students in the inclusive setting. In studying the partnership of school, family and community in Western societies, the model of the overlapping spheres of influence has been examined; and it has been suggested that there is a positive influence on student achievement through the three-way collaboration. However, there is a severe lack of research on the mediating effect of teacher/parents/community and the moderating effect of special education needs on the association between the collaboration and student performance. Based on the school-family-community model, the proposed study seeks to fill this gap by examining the mediating effect of teacher efficacy, parental self-efficacy, parents’ attitude and community members’ attitudes and the moderating effect of special education needs on the association between the collaboration and students’ performance (academic performance and social behaviour). Project Start Year: 2018, Principal Investigator(s): LO, Sing Kai 盧成皆 (SIN, Kuen Fung 冼權鋒 as Co-Investigator)
Raising Awareness in Teachers and Parents in Mainland China in Support of High Functioning Students with Autism Spectrum Disorder: An Evidence-based Approach for Developing Positive Efficacy The proposed project responds to calls for the further and enhanced development of inclusive education for children with autism spectrum disorder (ASD) in the Greater China region; in this study special attention will be paid to Hong Kong and mainland China. The primary purpose of the project is to produce and promote a user-oriented package for teachers and parents to support high functioning students with ASD. The project has three main objectives: 1. Based on results of a GRF awarded to the same research team, a teacher handbook (for use by teachers in Hong Kong) that has been produced during a previous Knowledge Transfer project (also conducted by the same project team), to design a User Handbook (for) introducing inclusive education for children with ASD and offering evidence-based strategies for helping high functioning students. 2. To conduct knowledge transfer and knowledge exchange workshops in Hong Kong and mainland China with the aid of the handbook, so as to share knowledge gained from previous research and to further the provision of inclusive education. The workshops will target two groups of stakeholders in inclusive education for children with ASD: parents and teachers. These workshops will also help to facilitate the establishment of home-school partnerships. 3. As the handbook as well as the KT workshops would target parents and teachers in the mainland, the project will also carry out a comparison of the level of knowledge and attitude towards ASD and inclusive education of parents and teachers in mainland China before attempting to achieve objectives 1 and 2 above. Project Start Year: 2018, Principal Investigator(s): LO, Sing Kai 盧成皆 (SIN, Kuen Fung 冼權鋒 as Co-Investigator)
The Development and Assessment of the Social Emotional Learning (SEL) Skills among Students in Hong Kong Schools This is a pilot study with aims at examining the social emotional learning (SEL) skills among students in Hong Kong schools. Project Start Year: 2018, Principal Investigator(s): SIN, Kuen Fung 冼權鋒
A Collaborative Research on Enhancing Self-determination, Institutional Integration, and Career Self-efficacy among University Students with Special Educational Needs This is a joint project examining the self-determination, institutional integration, and career self-efficacy among university students with special educational needs. Project Start Year: 2018, Principal Investigator(s): SIN, Kuen Fung 冼權鋒
Career and Life Planning for Hong Kong Youth Development: Challenges and Opportunities This is an external competitive research project under the Public Policy Research (PPR) Grant, funded by Policy Innovation and Coordination Office (PICO), the Government of Hong Kong Special Administrative Region.This funded project aims to explore youth’s career development in the stage of senior secondary education. We intend to identify values and effects of the expanded career and life planning (CLP) education on students’ awareness of multiple pathways of lifelong development. Project Start Year: 2018, Principal Investigator(s): SZETO, Sing Ying, Elson (SIN, Kuen Fung as Co-Investigator)
Enhancing Teacher Efficacy and Positive Parenting for the Support of High Functioning Students with Autism Spectrum Disorder: An Evidence-based Professional Development and Practical Approach In response to the contextual professional training needs in special needs, the main purpose of the project is to design, produce and promote a user-oriented package for use by front-line teachers as well as parents for supporting high functioning students with autism spectrum disorder (ASD) based on the results derived from a GRF project completed by the same project team. The project outcomes are as follows: 1. Design a teacher handbook (in Chinese) on practical strategies for teaching high functioning students with ASD in inclusive settings and produce 2,000 copies. To enhance the efficiency of knowledge transfer, the electronic copy (both in traditional Chinese and Simplified Chines characters) are available online; 2. Conduct two professional teacher development workshops on the use of the above handbook with an aim to enhance efficacy for supporting high functioning students with ASD; and 3. Conduct one knowledge exchange seminar for parents of children with ASD with an aim to enhance positive parenting. Project Start Year: 2017, Principal Investigator(s): LO, Sing Kai 盧成皆 (SIN, Kuen Fung 冼權鋒 as Team Member)
Technology Enhanced Learning and Assessment: Research-based Teacher Development This research cluster targets high impact outputs that are feasible and relevant to education in Hong Kong and transferrable to other systems. It aims to (i) build a strategic alliance and leverage synergy among expert researchers in the fields of assessment and measurement, information technology, special education, and cultural and creative arts; (ii) investigate and build better scientific understanding of TELA for students with/without SEN; (iii) develop research-based instructional program and materials for quality TELA implementation; (iv) disseminate new knowledge in design principles, implementation strategies and research findings of TELA for students with/without SEN; (v) advocate for the benefits of quality TELA; and (vi) inform policymaking and policy implementation in TELA. Project Start Year: 2017, Principal Investigator(s): CHIU, Ming Ming (SIN, Kuen Fung 冼權鋒 as Co-Investigator)
A Contextual Study of Values Added by the Pilot Project Special Educational Needs Coordinators and Effects of Their Role on Inclusive Practices in Schools in the Chinese Community The Principal Investigator (PI) and research team aim to explore the added values, roles and whole-school support of SENCOs in the schools. Project Start Year: 2017, Principal Investigator(s): SZETO, Sing Ying, Elson (SIN, Kuen Fung as Co-Investigator)
Empowering BEd(PE) Students for Teaching Students with Autism Spectrum Disorder in Field Experience To empower student teachers of PE for including students with autism in regular PE classes. Project Start Year: 2017, Principal Investigator(s): LI, Chunxiao (SIN, Kuen Fung, Kenneth as Co-Investigator)
UGC Funding Scheme on Teaching and Learning Related Initiative (2016-2019 Triennium): Special Educational Needs Empowerment Project for Pre-service Teachers Government statistics indicate that the number of students with special educational needs (SEN) in mainstream schools is increasing. Local report revealed that the majority of teachers lacked training in SEN, leading to frustration, ineffective teaching, and the suffering of SEN students (Equal Opportunity Commission, 2012). Funded by the UGC Funding Scheme on Teaching and Learning Related Initiative (2016-2019 Triennium) (About 5.7 million in total), Center for Special Educational Needs and Inclusive of The Education University of Hong Kong and Center for Learning Sciences of The Hong Kong Baptist University launched the project titled “Special educational needs empowerment project for pre-service teachers”, aiming at strengthening the special needs training for undergraduates in both universities, by constructing a comprehensive and in-depth framework of inclusive education teacher training at different levels. In the Horizontal level, participants attended workshop, guided visit and seminars for exposure to students with SEN. In Vertical Level 1, participants deepened their SEN understanding via training, community service and reflective activities. In Vertical Level 2, participants undertook intensive leadership training in the SEN service providers. The project attracted desirable enrollment at Horizontal Level (N=744), Vertical Level 1 (N=236) and Vertical Level 2 (N=21). It was evident that the activities helped participants acquire knowledge and skills in supporting students with SEN. Participants were able to gain frontline experience and real-life exposure through the designed service learning activities. More importantly, the project systematically and purposefully nurtured committed pre-service teachers to become competent in catering for diversity through a ‘horizontal’ and ‘vertical’ ‘Service Learning Model’. It was concluded that this innovative approach supported teacher training in inclusive education, prepared undergraduate students for a SEN-focus career development, and provided them with the necessary service-learning exposure to meet the contextual needs and challenges in inclusive practices. The team disseminated widely the outcomes and deliverables in high education sector locally and internationally. It was recommended that the mode can be integrated into Co-curricular Learning Courses in undergraduate programs for the sustainability thereafter. (https://www.eduhk.hk/csenie/view.php?m=6005&secid=51706) 冼權鋒、呂明等編 (2020) : 《共融學習指南》，香港教育大學特殊學習需要與融合教育中心及香港浸會大學教育學系學習科學中心。 Project Start Year: 2017, Principal Investigator(s): SIN, Kuen Fung 冼權鋒
Learning in Blended Communities of Inquiry: Conceptualizing a Model of E-Pedagogy in Experiences of Two Universities .. Project Start Year: 2017, Principal Investigator(s): SZETO, Sing Ying, Elson (SIN, Kuen Fung as Co-Investigator)
Teaching and Learning for Children with SEN by Using Intelligent Robot In 2016, for celebrating the HSBC 150th Anniversary, eleven large projects, on a very competitive basis, was awarded and supported by The HSBC 150th Anniversary Charity Program. In 2016-2019, members from Centre for Special Educational Needs and Inclusive Education participated in an innovative project titled “Intelligent Robots for SEN Children Learning Robot4SEN” funded by HSBC 150th Anniversary Charity Programme and led by TWGH Kwan Fong Kai Chi School, in partnership with Hong Kong Special Schools Council, PEAK of Vocational Training Council and over 30 special schools in Hong Kong. In the project (http://robot4sen.org/), CSENIE conducted the evaluation work on the “Teaching and Learning for Children with SEN by using Intelligent Robot”. Prof. Sin led the team for school based consultancy, research activities, knowledge dissemination and staff training (https://www.eduhk.hk/csenie/view.php?m=6005&secid=51542). With the concerted effort, the deliverables included over 60 teaching kits for the teaching and learning of SEN students with the Robot. During 2016-2019, over 8,000 SEN students in 70 special schools or centers were benefitted the provision of robot and related activities Project Start Year: 2016, Principal Investigator(s): SIN, Kuen Fung
Supporting and Evaluating the E-Learning Resource Development in Hong Kong Special Schools In 2016, for celebrating the HSBC 150th Anniversary, eleven large projects, on a very competitive basis, was awarded and supported by The HSBC 150th Anniversary Charity Program. In 2016-2019, members from Centre for Special Educational Needs and Inclusive Education participated in an innovative e-Learning project “Special School School-based Learning Materials Digitization Scheme”, with amount of HKD 31.5 million funded by HSBC 150th Anniversary Charity Programme. The project was led by Sam Shui Natives Association Lau Pun Cheung School with members of CCC Kei Shun Special School, TWGHs Tsui Tsin Tong School, The Education University of Hong Kong and Open Knowledge Association Ltd. In the project, CSENIE was granted an amount of about HKD 3 million for leading the work on “Supporting and evaluating the e-Learning resource development in Hong Kong special schools”. Prof. Sin led the team for school based consultancy, research activities, knowledge dissemination and staff training. The school and university partnership did help the setting up an e-Learning platform, digitizing the subject learning contents, enhancing professional development and evaluating the effectiveness. This project created Hong Kong’s first e-Learning platform in schools for students with intellectual disabilities and allowed students to learn anywhere and at their own pace, using various interactive media. It featured tools that reduce repetitive work for teachers, making the platform an efficient learning and teaching implement. Teachers and parents could track students’ progress within the platform, understand each one’s strengths and weaknesses, and then made necessary improvements. Teachers were trained to adjust the e-Learning materials to suit individual needs of their students. The E-learning for Inclusive Education Association (ELFIE) was established - a community to champion the development of e-Learning in SEN schools and mainstreaming schools through collaboration and sharing, inc Project Start Year: 2016, Principal Investigator(s): SIN, Kuen Fung
Evaluating the Outcome of the World Voice Project in Hong Kong Schools This is an evaluation project commissioned to CSENIE at EdUHK for the World Voice (童心同唱) organized by British Council and funded by Swire Group Charitable Trust in the year of 2016-2017. Same as the pilot year in 2015-2016, the program was to train teachers to use singing and musical activities as a pedagogical tool to enhance children’s learning in a wide range of subjects. The evaluation study aimed at examining the effectiveness of the World Voice programme on up-skilling teachers and promoting inclusion in regular classrooms. With the quantitative and qualitative approaches in data collection, classroom observations, interviews with teacher, master trainers and school principals; and surveys for teachers and students were conducted at pre-, mid-way and post-training stages in 9 primary schools.Results indicated that the singing and musical techniques introduced by the World Voice programme inspired teachers for enhancing the learning motivation and engagement of students with and without SEN in regular classrooms. Teachers were able to use the techniques in a wide range of subjects, such as English, music, and Maths. Students showed improvement in oral English and learning motivation. The local findings offer insights to other countries in the Asia-Pacific region that are experiencing similar changes in inclusive education. Project Start Year: 2016, Principal Investigator(s): SIN, Kuen Fung
Supporting Unit for Special Educational Needs The early identification and early intervention for kids with special educational needs were the heated issues in the preschool settings. With donation from The Swire Charitable Trust (10 million) in the year 2016 to 2019, Centre for Special Educational Needs and Inclusive Education (CSENIE) set up a Supporting Unit for Special Educational Needs (SuSEN) to provide comprehensive clinical support and training to students with special educational needs and their families at community-level. It built up a training platform with the first-hand experiences for enhancing professional competence of pre-service teachers at EdUHK, so as to provide a wide range of services, training and activities to SEN kids, parents and teachers. The resultant outcome was fruitful. Firstly, two training rooms were set up for clinical support at Tseung Kwan O Study Centre with a team of professionals, including school psychologist, early intervention specialist, behavioural therapist and play-intervention professionals etc. Secondly, a 3 tier intervention model was adopted for the service delivery. Thirdly, the team organized 30 public seminars with over 4630 participants for pre-service/ in- service teachers and parents. Fourthly, SuSEN also offered direct training services to SEN children (N=300) & their parents/ caretakers (N=300). Centre or school based training were provided for over 337 caseworks (674 headcounts). Fifthly, 18 enrichment courses tailored for 533 pre-service students and activities for 128 mentors were organized. Lastly, over 22 parent enrichment courses tailored for 607 parents were provided in between Jan 2017 to Apr 2019. The deliverables also included teaching kits and resource books. Project Start Year: 2016, Principal Investigator(s): SIN, Kuen Fung, Kenneth
The Longitudinal Impact of Career Planning Education on Career Development of Students with and without Special Educational Needs in Inclusive Education of Hong Kong The major purpose of study is to study the longitudinal effects of annual career-planning programs on the expected learning outcomes among students with and without SEN. Specific research objectives are to 1) compare SEN and regular senior secondary students’ cognitive-person gains from career planning programs in terms of their career decision self-efficacy, career outcome expectations, career-related goals, career planning and career exploration; 2) examine SEN and regular senior secondary students’ perceived career supports on these key cognitive-person variables in career development process; 3) identify the developmental changes of both cognitive-person gains and perceived career supports and barriers to career development needs of students with and without SEN; and 4) review the effectiveness of career planning programs for students with and without SEN to offer recommendations for policy-making and instructional practice. Mixed research methods are adopted. With the quantitative approaches, the project incorporates both cross-sectional and longitudinal designs. Data will be collected from S.4 to S.6 students in secondary schools at two time points: pre- and posttests before the commencement and after the ending of the annual programs of career planning education in the targeted schools. With the qualitative approaches, in-depth interviews are also designed for finding out about a wide range of stakeholders’ perceptions of career planning education, so as to help analyze the types of support and barriers in the implementation of career planning programs in Hong Kong. The study will include both theoretical advances in career development in an Asian setting and practical implications in addressing the career development needs of adolescents. The outcome will help policy makers and school stakeholders evaluate the impact of current implementations of career planning programs on the career related self-efficacy, outcome expectations, and career development needs of students with and without SEN. Project Start Year: 2016, Principal Investigator(s): SIN, Kuen Fung 冼權鋒
Testing the Generalisability of the Control-Value Theoretical Model of Achievement Emotions in China This research project aims to test the generalisability of the control-value theoretical model of achievement emotions in China with diverse samples of students. Project Start Year: 2015, Principal Investigator(s): YANG, Lan 楊蘭 (SIN, Kuen Fung 冼權鋒 as Co-Investigator)
Examining the pivotal factors of attitudes towards inclusive education among parents of children with and without special educational needs in a Chinese community: Hong Kong This is a General Research Fund funded by the Research Grants Council (RGC) of University Grants Committee in 2014. The project, lasting for 24 months, aims at (i) examining the current attitudes towards inclusive education among parents of children with and without SEN; (ii) identifying the potential predicting factors of attitudes towards inclusive education among parents of children with and without SEN; (iii) evaluating and comparing the differences in the current attitudes and predictors of attitudes towards inclusive education among parents of students with SEN and parents of students without SEN; (iv) making recommendations for improvement in policies and support services to both students with and without SEN, as well as their parents, in the Chinese community: Hong Kong. Project Start Year: 2015, Principal Investigator(s): SIN, Kuen Fung 冼權鋒
The Hong Kong Jockey Club SMILE Project (Supporting & Maximizing Individual Learning Efficacy) With the support from the Education Bureau for the Chief Executive’s Community Project in 2012/13, The Hong Kong Jockey Club Charities Trust funded a three year project (2013-2016) to HKIEd with the approved amount up to HKD 10.5 million. The team advised teachers in mainstreaming schools in Hong Kong through the provision of different modes of school-based supports. It offered an innovative front-line support and study by experts in University for adopting the wide range of supporting strategies and curriculum approaches in catering for the diverse learning needs of students with special educational needs (SEN), particularly students with Attention Deficit and Hyperactive Disorder (ADHD) and Intellectual Disabilities (ID) in mainstreaming schools. The project tasks included intensive school-based support, consultancy to schools with needy help, knowledge transfer seminars on differentiated instruction, empirical study on student learning, teacher effectiveness and whole school approach support among schools with different profile of teacher training in special needs; and resource production on strategies; teacher empowerment and curricular support to ADHD and ID students. Within 2013-2016, a total of 24 schools received the intensive school-based support and 120 schools received consultancy from the team. in the school consultancy, seminars and workshops, over hundreds of teachers, parents and SEN students were benefited. The deliverables included teaching kits for supporting inclusion in schools, ID students, ADHD students, reflective practice, curriculum adaptation, differentiation instruction and development of multiple intelligence. The support and outcome did help the betterment of inclusive practice in Hong Kong schools. The successful experience was widely share and disseminated in local, regional and international conferences with positive feedback. The mode of support was still sustained by CSENIE after the years of project completion. Journal Paper: 冼權鋒、 Project Start Year: 2014, Principal Investigator(s): SIN, Kuen Fung 冼權鋒
Special Educational Needs Empowerment Project for Pre-service Teachers This was a 2-year project to systematically and purposefully nurture committed EdUHK pre-service teachers to become competent special educational needs (SEN) teachers through a ‘horizontal’ (2,120 BEd students ) and ‘vertical’ ‘Service Learning Model’ (220 BEd students). Funded with the Lee Hysan Foundation and the UGC matching grant with total amount of 4.5 million, the project strengthened the University training in inclusive education, prepared Bachelor of Education (BEd) students for an SEN-focus career development, and provided them with the necessary service-learning exposure to meet the contextual needs and challenges in inclusive education development. A structured curriculum was developed, with an aim for the project content to be officially incorporated as one of University's credit-bearing Co-curricular Learning (CL) electives in the 2016/17 academic year. The resultant outcome did help the ‘Service Learning Model’ to be sustained by University Grants Committee (UGC) funding thereafter. In the activities of workshop training, seminars and services, over 2,600 SEN students, 600 SEN practitioners and over 10 Special Schools and NGOs were benefited in the process. The outcome was further dissemination in the local, regional and international conferences. With the successful experience, the mode of delivery was further supported by the UGC Funding Scheme for Teaching and Learning Related Proposals (2016-19 Triennium: Special educational needs empowerment project for pre-service teachers to EdUHK and Hong Kong Baptist University (https://www.eduhk.hk/csenie/view.php?m=6005&secid=51706). Project Start Year: 2014, Principal Investigator(s): SIN, Kuen Fung, Kenneth
中港融合教育持續培訓及科研協作本計劃獲田家炳基金會及配對基金資助，推動大中華地區特教工作的持續發展及提升特教人才及管理質素。本計劃旨在構建有效的中港融合教育培訓協作及交流模式，透過特教培訓，了解其香港培訓形式，能否適用於中國內地。以前測及後測，對參與培訓課程的學員，作研究比對。本校師生透過兩地的培訓、參觀、會議、科研及交流等機會，學習最新的特教知識及融合教育發展，進一步提升香港教育學院本科及研究課程內特殊教育的學與教質素。本方案活動亦能促進內地學校領導、骨幹主任、以致相關的領導幹部的交流觀摩，開拓視野，從而提升在融合及特殊教育上領導及管理的先進水平，包括國際水平的專業知識、態度與技能，有效促進學校領導及教師認識學生的需要，協助教師掌握各種高效能的學習支持策略。具體目標如下: 1)為融合教育的專業發展，促進兩地的成功經驗交流，互補長短。 2)為推動融合教育的科研發展及知識轉移，鼓勵兩地學者、專家及特殊教育工作者共同協作及進行科研。 3)為修讀學院特教課程的本科及研究學生，增闊學習領域、提供參與及交流機會。 4)就融合教育發展需要，培訓及建設中國特殊教育骨幹隊伍，探索培訓效能，增強與本校師生學習機會。報告: 冼權鋒、潘頌兒、譚偉權、喻雅婷合編 (2016): 《體驗與反思: 中國特殊教育骨幹教師培訓》，香港: 香港教育學院特殊學習需要與融合教育中心、田家炳基金會贊助。 Project Start Year: 2014, Principal Investigator(s): SIN, Kuen Fung 冼權鋒
The examination of the supporting mode of teaching assistants and the learning outcome of SEN students in inclusive schools of Hong Kong This is a General Research Fund funded by the Research Grants Council (RGC) of University Grants Committee in 2013. The project, lasting for 24 months, aims at identifying the difficulties and support mode of TAs to teachers and SEN students; as well as examining the effectiveness of the support mode in strengthening professional collaboration and students’ learning. Teachers and TAs working in the inclusive settings will take part in focus group interviews, classroom observations and questionnaire for examining challenges in local inclusive classrooms. A facilitation technique will then be introduced to an experimental group. The learning behavior and change in academic performance of student participants will be assessed for a year. Both quantitative and qualitative outcome will be collected at the pre-, midway, and post-intervention stages, by means of questionnaire, videotaping analysis, teachers’ reports on student participants’ academic performance, written individual feedback and strategic reflections. The local findings are of practical use and have potential impact on future training for teachers and TA, in regard to the skill validation driven by the facilitation technique and research practices on TA’s effectiveness in Chinese communities. Project Start Year: 2014, Principal Investigator(s): SIN, Kuen Fung 冼權鋒
Post-school outcomes of senior secondary graduates with special educational needs The objectives of this study are (i) To examine the existing post-school placements and available opportunities for the new senior secondary education graduates with SEN; (ii) To identify the barriers encountered and problem solving strategies adopted by the graduates with SEN; (iii) To gather information about the existing guidance and support from schools and families for students with special education needs during their school-to-adulthood transition. (iv) To make recommendations for improvement with reference to the overseas practice of transition planning and support, so as to achieve equal opportunities in education and transition support for young people with disabilities who have completed the new senior secondary education in Hong Kong . Project Start Year: 2013, Principal Investigator(s): SIN, Kuen Fung, Kenneth
Teaching Students with Autism Spectrum Disorders in Ordinary Schools: Design and Evaluation of a Culturally Sensitive Holistic Inclusive Model To design and evaluate the effectiveness of the proposed consolidated teaching model in terms of the academic and social performance of students with ASD. Project Start Year: 2012, Principal Investigator(s): LO, Sing Kai 盧成皆 (SIN, Kuen Fung 冼權鋒 as Co-Investigator)
A Pilot Investigation on the Roles of Individualized Educational Plan (IEP) as a Document, a Practice and a Process for Students with Special Educational Needs: Meeting the Challenges of the Inclusive Education Policy in Hong Kong Using a qualitative study approach, school principals, teachers and parents will be interviewed and IEP samples will be collected. The project aims to provide empirical data and insights into the provision of IEP support so as to equip and empower the school administrators, teachers and parents in the implementation of the WSA in schools for students with SEN. To the best of our knowledge, there has been no large scale, systematic attempt within Hong Kong to undergo such an investigation on IEP. The study will have four major objectives: (i) To investigate the components of IEP as a document by conducting a systematic review of literature regarding IEP documents; (ii) To evaluate IEP as a process via qualitative interviews with teachers and school administrators; (iii) To investigate the effectiveness of IEP as a practice via qualitative interviews with parents, teachers and school administrators. Ultimately, the overall results of the research study will help to shed some lights on the IEP process and practice in the local educational context. Project Start Year: 2012, Principal Investigator(s): TSANG KWAN LAN, VICKY 曾君蘭 (SIN, Kuen Fung 冼權鋒 as Co-Investigator)
Examining the services for Persons with Autism in Mainland China This was a survey commissioned by the Shenzhen Autism Research Society for examining the support and services for persons with Autism in Southern regions of Mainland China. It aimed at discovering the contextual adequacies and inadequacies of the services and made recommendations for future development. Project Start Year: 2011, Principal Investigator(s): SIN, Kuen Fung
澳門特殊教育專項評鑑「特殊教育專項評鑑」是緣於澳門特別行政區非高等教育制度綱要法，期望透過對學校進行系統的專項評鑑，藉此向學校提供改善和發展的參考意見，並規劃必需的輔助措施，以保證學校的教育質量。依據特殊教育專項評鑑需求書第二段的內容，研究小組以配合澳門特區政府的教育施政、規劃未來相關措施及提升相關教學質素等作探討基礎，為此專項評鑑擬定下列目的: 1. 有系統地收集澳門特殊教育的有關訊息 2. 客觀地分析及評鑑有關數據 3. 以專業態度評估特殊教育的現狀及發展的情況 4. 就不足或待改善的地方，對未來規劃作出適當建議 Project Start Year: 2010, Principal Investigator(s): SIN, Kuen Fung 冼權鋒
Exploratory Study in Enhancing the Pedagogical Practices in Hong Kong Special Schools In 2010-2012, the Centre for Special Educational Needs and Inclusive Education was commissioned by the Education Bureau (EDB) to run the project of University-School Support Programs, with title on “Exploratory study in enhancing the pedagogical practices in Hong Kong special schools”. It was a continual mode of school support using Learning Circle that focused on the tripartite model of HKIEd, EDB, and special schools on professional collaboration. In relation to the practice of Learning Circle, it was expected that the school-based project to be able to: a.apply modern education theories and assess the applicability in special school settings b.develop pedagogical strategies and practices in a systematic approach to support the learning of students in special schools c.strengthen collaboration between teachers and non-teaching professionals in special schools to enhance the effectiveness of teaching and learning A number of resource books with evident research data have been published. Project Start Year: 2010, Principal Investigator(s): SIN, Kuen Fung 冼權鋒
Transitions for Students with Special Education Needs within a Whole School Approach to Inclusion This research involves a case study approach to examining transition for a student with SEN in relation to implementation of the WSA. The single subject research design considers the outcome for one student with an identified SEN as they have moved from a primary into a secondary school in Hong Kong. The project undertakes a detailed analysis of the process and identifies any specific issues during the transition. It considers a range of perspectives including government and school policy; support; academic inclusion; curriculum; pedagogy and assessment; adapting instructions, modifying curriculum, and classroom management; social inclusion; parental perspectives; and multi-agency collaboration for the transition student. Empirical and qualitative evidence will be obtained. The emphasis is on identifying the role each stakeholder plays in supporting the transition. This case study informs a larger study to be implemented in 2011. Project Start Year: 2010, Principal Investigator(s): FORLIN CHRISTINE IRENE (SIN, Kuen Fung 冼權鋒 as Co-Investigator)
Study on equal learning opportunities for students with special educational needs under the integrated education system The project was commissioned and funded by Equal Opportunities Commission. The objectives of the research are as follows: (1)To conduct a literature review on the existing studies on the subject of integrated inclusive special education of students with disabilities in Hong Kong and overseas; (2) To elicit the stakeholders’ understanding of IE policy and attitudes towards with SEN in mainstream schools in relation to controlled segregation and desegregation approaches; (3)To discern the stakeholders’ perception of difficulties encountered under the four domains (viz. school management and organization, learning and teaching, student support and school ethos, and student performance) in educating students with SEN and able-bodied students in the IE programme, with respect to different categories/degrees of disabilities; (4)To collect opinions from the stakeholders towards allocation of resources, provision of professional training, and support from the community and to examine the functional roles and inter-relationship of IE programme in mainstream schools, skills opportunity schools, special schools and career-oriented training courses. Project Start Year: 2010, Principal Investigator(s): SIN, Kuen Fung, Kenneth
The Role and Impact of Teaching Assistants in the Implementation of Inclusive Practices in the Hong Kong Schools As a project supported by the internal research grant, this project aims at exploring the views and difficulties of teaching assistants, who are hired for supporting SEN students in Hong Kong schools. Their role and impact will be further identified for making recommendations of the advancement in inclusion. Project Start Year: 2010, Principal Investigator(s): AU, Mei Lan (SIN, Kuen Fung 冼權鋒 as Co-Investigator)
Study on Equal Learning Opportunities for Students with Disabilities under the Integrated Education System This was a contracted research commissioned by the Equal Opportunities Commission. The study aimed at studying the integrated inclusive special education of students with disabilities in Hong Kong and overseas; eliciting the stakeholders’ understanding of IE policy and attitudes towards with SEN in mainstream schools in relation to controlled segregation and desegregation approaches; discerning the stakeholders’ perception of difficulties encountered in educating students with SEN and able-bodied students in the IE programme, with respect to different categories/degrees of disabilities; and collecting opinions from the stakeholders towards allocation of resources, provision of professional training, and support from the community. The full report with the data anaylsis and recommendations can be accessed in the EOC website. Project Start Year: 2009, Principal Investigator(s): SIN, Kuen Fung 冼權鋒
Preparing Teachers for Inclusion This project aims at investigating teachers' perceptions about inclusive education in Hong Kong. It will identify the changes in attitude, senstiments and concerns about inclusion following training. The data analys is to review and refine teacher education courses at HKIEd as they relate to inclusion. Project Start Year: 2008, Principal Investigator(s): SIN, Kuen Fung, Kenneth
Using a Collaborative Mode to Strengthen the Professional Skills of Teachers in Special Schools The aim of this project is to deliver a field-based mode of training for teachers in special schools and to set up a school cluster system for teachers to have a platform for an interactive exchange of ideas, resources, services, and expertise among different schools that mutually address the needs of children with special needs. Objectives: 1) strengthening education teacher programs; 2)increasing teaching proficiency of teachers in special schools; 3)increasing leadership capacity of teachers, and 4) establishing a learning network of special education teachers to share good teaching practices in the profession. Project Start Year: 2008, Principal Investigator(s): HO, Fuk Chuen 何褔全 (SIN, Kuen Fung 冼權鋒 as Co-Investigator)
Inquiry into King Geogre V School Provision for Children with Special Educational Needs The inquiry was to examine the grievances and complaints made by parents of the LSC at King George V School, with a view to establishing the validity of their concerns and complaints and identifying the underlying causes. Based on the findings of the investigation, recommendations can be made to improve the overall SEN education delivery within KGV. Project Start Year: 2007, Principal Investigator(s): PEARSON V. (SIN Kuen Fung as Co-Investigator)
Enhancing Teachers in Addressing the Diverse Learning Needs In response to the whole school approach in catering for learning diversity in Hong Kong schools, the project aims at empowering teachers of school learning support team with the necessary knowledge and skills in promoting the staff development in addressing the diverse learning needs on the basis of whole school approach. The team will develop staff development manual in catering for diverse learning needs, produce audio-visual presentations in teaching the diversity in regular classes, conduct in-service teacher training on the staff development manual and promote whole school approach on catering for diversity through seminars and experience sharing sessions. Project Start Year: 2006, Principal Investigator(s): SIN Kuen Fung
Blended Learning, Learning Design and Peer Learning: Eight Departmental Approaches The purpose of this research project is to investigate teacher-educator and student perceptions of blended learning which uses a specific learning design of peer learning.Blended learning is a pedagogical approach that combines face-to-face teaching and learning with online learning to provide diverse learning experience for students. Peer learning promotes the learning outcomes of: working with others; critical enquiry and reflection; communication and articulation of knowledge, understanding and skills; managing learning how to learn and self and peer assessment (Boud, Cohen & Simpson, 2001). The research will examine the lectures' perceptions of teaching a blended module using peer learning and student perceptions of participating in a blended learning module using peer learning. The research will examine both the advantage and disadvantages of blended learning from both the teacher and students' perspectives. Project Start Year: 2005, Principal Investigator(s): KEPPELL MICHAEL JAMES 康沛明 (SIN, Kuen Fung 冼權鋒 as Co-Investigator)
融合教育在香港推行的情況融合教育在香港推行迄今已有幾年的時間，為更清楚瞭解情況，遂進行深入探究。內容包括探討融合教育在小學的推行現況；小學是否準備好作全面推行融合教育；探討各持份者對此政策的意見；推行融合教育對學校的學與教及行政管理的影響。 Project Start Year: 2004, Principal Investigator(s): TSUI Kwok Tung (SIN Kuen Fung as Co-Investigator)

Research Outputs


Scholarly Books, Monographs and Chapters Chapter in an edited book (author) Wang, H., Yang, L., King, R. B., Sin, K.-F., & Yan, Z. (2021). Values, emotions, and emotion regulation in special education teachers: Influences on life satisfaction and occupational stress.. R. B. King & J.-J. Chen (Eds.), Emotions in learning, teaching, and leadership: Asian perspectives (146-162). London: Routledge. Yang, L., Yuen, M. T., Wang, H., Wang, Z. Y. & Sin, K. F. (2020). Assessing career life skills self-efficacy of students with special educational needs: A comparative study in Hong Kong.. In M. Yuen, W. Beamish, and V. S. Solberg (Eds.), Careers for students with special educational needs: Perspectives on development and transitions from the Asia-pacific region (313-326). Singapore: Springer. Sin, K.F. & Yang, L. (2018). Post-school Transition of Students with Special Educational Needs in Hong Kong.. In Pavlova, M., Lee J. K., & Maclean, R. (eds.), Transitions to Post-School Life. (183-195). Singapore: Springer. Forlin, C., & Sin, K. F. (2017). In-service teacher training for inclusion: Best practice models for professional learning.. In G. Noblit (Ed.), Oxford Research Encyclopedia of Education. (1-25). New York: Oxford University Press. Yan, Z., & Sin, K. F. (2017). The Theory of Planned Behavior: Two applications to inclusive education. In H. Afzaal (Ed.), Theory of planned behavior: New research (79-107). NY: Nova Publishers. Yang, L., Arens, K., Xu, M., & Sin, K.F. (2016). Testing the Internal/External Frame of Reference for Academic Self-Concept in Chinese Vocational Students.. In R. B. King & A. B. I. Bernardo (Eds.), The Psychology of Asian Learners: A Festschrift in Honor of David Watkins (101-123). Singapore: Springer. 冼權鋒、高鳳展 (2013)。「華南地區自閉症人士服務現狀調查及訪談報告」。刊於深圳市自閉症研究會主編，《中國自閉症人士服務現狀調查:華南地區》 (1-95)。中國: 華夏出版社 (Huaxia Publishing House)。冼權鋒 (2013)。「在共融概念下，教師特教知能的迷思與反思」。刊於冼權鋒主編，《共融文集暨傷健共融活動教材》 (18-21)。香港: 香港教育學院、香港傷健協會、傷健學院。 Sin, K. F., & Law, S. Y. (2012). The construction of an Institute-School-Community partnership of teacher education for inclusion. In C. Forlin (Ed.), Future directions for inclusive teacher education: An international perspective (pp.203-211). New York: Routledge. 冼權鋒 (2011)。「促進教師知能發展、支持自閉症融合生」。刊於上海愛好兒童康復培訓中心編，《2011年上海第二屇自閉症康復論壇暨公益系列講座: 「自閉症融合教育的探索」論文集》 (15-19)。上海, 中國: 上海愛好兒童康復培訓中心。冼權鋒 (2011)。「香港學齡期自閉症兒童的支援政策及服務發展」。刊於上海愛好兒童康復培訓中心編，《2011年上海第二屇自閉症康復論壇暨公益系列講座: 「自閉症融合教育的探索」論文集》 (1-3)。上海, 中國: 上海愛好兒童康復培訓中心。冼權鋒 (2011)。「落實共融、辨難析需、助幼成長」。刊於協康會社工團隊編，《青蔥教室系列之融入主流: 學童全方位適應錦囊》 (3-5頁)。香港: 協康會。刊於鄭敏敏主編 (2011)。「在融合教育下，如何照顧學生個別差異」。刊於鄭敏敏主編，《2011兩岸四地學生輔導研討會蛻變中的你我他論文集》 (61-64頁)。澳門, 中國: 澳門街坊會聯合總會、澳門理工學院、教育暨青年局。冼權鋒 (2011)。「利用「想法解讀」策略教導自閉症學生」。刊於冼權鋒、余秀螢合編，《自閉症學童教育: 「粵港研討會」文集》 (6-9)。香港: 香港教育學院特殊學習需要與融合教育中心。冼權鋒 (2011)。「學障教師培訓的「3P」模式」。刊於吳淑櫻、冼權鋒合編，《關懷學障大使計劃 : 學障之路‧匡扶之道》 (13-16)。香港: 香港教育學院特殊學習需要與融合教育中心。冼權鋒 (2011)。「面對全體學生、照顧個別差異」。刊於民建聯研究部編，《愛建家園: 民建聯建港方略研究論集二》 (111-114)。香港: 中華書局。冼權鋒 (2011)。「香港自閉症兒童教育及教師培訓新發展」。刊於冼權鋒、余秀螢合編，《自閉症學童教育: 「粵港研討會」文集》 (10-14)。香港: 香港教育學院特殊學習需要與融合教育中心。冼權鋒、許令嫻 (2011)。「香港的全納教育發展」。冼權鋒、許令嫻、徐麗楨合編，《全納教育全攻略:理念篇》 (13-26)。香港: 中國教育及科研出版。 Sin, K. F. (2010). The practice of inclusive education in an Asian city: Hong Kong SAR. In V. Timmons and P. N. Walsh (Eds.), A long walk to school: Global perspectives on inclusive education (63-82). The Netherlands: Sense Publisher. 冼權鋒 (2010)。「在特殊學校實踐「合作學習」的困難與啟示」。刊於何福全、冼權鋒合編，《「合作學習」在特殊學校的實踐與啟示》 (69-71)。香港: 香港教育學院特殊學習需要與融合教育中心。冼權鋒、許令嫻 (2010)。「香港的全納教育發展」。刊於冼權鋒、許令嫻合編，《全納教育全攻略:理念篇》 (13-26)。香港: 中國教育及科研出版。 Sin, K. F., Tsang, K. W., Poon, C. Y., & Lai, C. L. (2010). Upskilling all mainstream teachers. What is viable?. In C. Forlin (Ed), Teacher education for inclusion, changing paradigms and innovative approaches (236-245). London, New York: Routledge. 陳繼宇、冼權鋒 (2010)。「資訊及通訊科技在全納教育中之運用」。刊於冼權鋒、許令嫻、徐麗楨合編，《全納教育全攻略:理念篇》 (189-204)。香港: 中國教育及科研出版。冼權鋒 (2006)。利用資訊科技協助特殊幼兒學習。輯於石丹理編《追求卓越：兒童康復服務新知與實踐》 (頁236-246)。香港: 香港商務印書館有限公司。冼權鋒 (2006)。移情導緒：自閉兒的心「侍」。輯於郭正、李文玉清編《輔導個案：示例與啟迪》 (頁37-43)。新加坡: McGraw-Hill Education (Asia)。冼權鋒 (2005)。利用 “想法解讀” 策略教導自閉症學生。輯於資料滙編《第五屆家長與專業人士交流會》 (頁148-150)。中國: 廣東省婦幼保健院。 Textbook (author) 冼權鋒等編 (2017)。「注意力不足/過度活躍症學生：融合教室內的支援與反思」，輯於《「賽馬會悅學計劃」：支援融合生資源套》。香港: 香港教育大學特殊學習需要與融合教育中心。冼權鋒等編 (2017)。「融合教室內的課程調適與適異教學：中國語文初中教學的實踐與反思」，輯於《「賽馬會悅學計劃」：支援融合生資源套》。香港: 香港教育大學特殊學習需要與融合教育中心。李曉曦著、冼權鋒、呂梓良、栾昕暢合編 (2015)。《筆生花火》。香港: 香港教育學院特殊學習需要與融合教育中心。 Chen S. H., Sin, K. F. & Zhang, Y. J. (2013). Adapted physical education sample lesson plan for teaching students wih disabilities. Hong Kong, China: Centre of Special Education and Inclusion, HKIEd. Edited book (editor) 冼權鋒和李樂嘉(編) (2023)。《生涯規劃初探之認識傳統探索未來》。香港: 香港教育大學特殊學習需要與融合教育中心。 https://julac.hosted.exlibrisgroup.com/primo-explore/search?query=any,contains,991018170558803410&vid=EDUHKFind@EdUHK Library, https://educoll.lib.eduhk.hk/records/RU6OhqX4published version (EdUHK Users only) 冼權鋒、蘇建群, 彭梓鳴, 譚漢珊, 麥正賢 (2023)。《里程。你情：賽馬會特教青年學苑成果分享集》。香港: 香港教育大學特殊學習需要與融合教育中心。 https://julac.hosted.exlibrisgroup.com/primo-explore/search?query=any,contains,991018164951303410&vid=EDUHKFind@EdUHK Library, https://educoll.lib.eduhk.hk/records/fs7Y7CqEpublished version (EdUHK Users only) 冼權鋒、容家駒 (2022)。《紀行致遠：香港特殊教育回顧與展望》。香港: 香港特殊教育學會。 https://julac.hosted.exlibrisgroup.com/primo-explore/search?query=any,contains,991018101958803410&vid=EDUHKFind@EdUHK Library 冼權鋒、呂明等、彭梓鳴、張家偉、林鎮威、麥正賢 (2020)。《共融學習指南》。香港: 香港教育大學特殊學習需要與融合教育中心及香港浸會大學教育學系學習科學中心。冼權鋒，蘇建群、譚漢珊、仇恆初、林康妮、黃佩嘉、葉諾欣 (2019)。《RainbowStar 互動電子課本攻略》。香港: 香港教育大學特殊學習需要與融合教育中心。冼權鋒、谷保羅、黎子良、潘頌兒、栾昕暢、莊淑靜、吳嘉慧 (2019)。《學生情緒行為問題支援實務手冊》。香港: 香港教育大學特殊學習需要與融合教育中心。李春曉、張夢格、甘偉強、冼權鋒、高達倫、林鎮威 (2018)。《自閉症學生融合體育教學指引》。香港: 香港教育大學健康與體育學系、特殊學習需要與融合教育中心。陳旭紅、冼權鋒、陳凯鳴、羅頌華、趙程德蘭等編 (2018)。《孤獨症兒童教育診斷與課程設計》。中國: 北京出版集團公司、北京出版社。 Kong, S.C., Andone, D., Biswas, G., Crick, T., Hoppe, H.U., Hsu, T.C., Huang, R.H,, Li, R.K.Y., Looi, C.K., Milrad, M., Sheldon, J.,Shih, J.L., Sin, K.F., Tissenbaum, M., & Vahrenhold, J. (Eds.) (2018). Proceedings of the International Conference on Computational Thinking Education 2018. Hong Kong: The Education University of Hong Kong. 冼權鋒、林鎮威 (2017)。《樂教融容系列：共融初體驗》。香港: 香港教育大學特殊學習需要與融合教育中心。(香港教育大學發展輔助基金贊助)。冼權鋒等編 (2017)。「智障學生：融合教室內的支援與反思」，輯於《「賽馬會悅學計劃」：支援融合生資源套》。香港: 香港教育大學特殊學習需要與融合教育中心。冼權鋒等編 (2017)。「融合學校：教學與支援的探索」，輯於《「賽馬會悅學計劃」：支援融合生資源套》。香港: 香港教育大學特殊學習需要與融合教育中心。冼權鋒等編 (2017)。「融合教育校本支援的多面體」，輯於《「賽馬會悅學計劃」：支援融合生資源套》。香港: 香港教育大學特殊學習需要與融合教育中心。冼權鋒、呂梓良、栾昕暢合編 (2016)。《我追我的夢-我們的特教義工路》。香港: 香港教育學院特殊學習需要與融合教育中心。冼權鋒、潘頌兒、譚偉權、喻雅婷合編 (2016)。《體驗與反思: 中國特殊教育骨幹教師培訓》。香港: 香港教育學院特殊學習需要與融合教育中心、田家炳基金會贊助。袁苗姍 (著)，余秀螢、冼權鋒和陳旭紅 (主編) (2014)。《大手牽小手（續篇）》。香港教育學院特殊學習需要與融合教育中心。余秀螢、冼權鋒、陳旭紅合編 (2014)。《香港自閉症小百科系列-4 大手牽小手》。香港: 香港自閉症聯盟、香港教育學院特殊學習需要與融合教育中心。王林小玲、謝宗義、冼權鋒、王明爍、戚碧玉及許盧萬珍等 (2014)。《愛得其法、閉門自開》自閉症人士家長手冊。香港: 扶康會。 Chen, S. H & Sin, K. F. (2013). Contemporary trends, research, teaching and coaching in adapted physical activity. Hong Kong, China: The Center of Special Education and Inclusion, HKIEd. 育智中心、丁錫全和冼權鋒(編) (2013)。《我家有一個A仔——自閉症個案與專家分析指引》。香港: 紅出版 (圓桌文化)。曹莉莉、冼權鋒合編 (2013)。《聆．感．觸．動：視聽障人士學習個案》。香港: 香港教育學院特殊學習需要與融合教育中心，香港盲人輔導會。冼權鋒、林鎮威等編 (2013)。《讓愛閃亮: 全港特殊學校學生才藝大匯演紀念特刋》。香港: 香港教育學院、教育局、香港特殊學校議會。。區美蘭、冼權鋒合編 (2013)。《「適異教學」在特殊學校的實踐與啟示數學科「乘法規律」教學》。香港: 香港教育學院特殊學習需要與融合教育中心。余秀螢、冼權鋒、陳旭紅合編 (2013)。《香港自閉症小百科(2013年繁體字版》。香港: 香港自閉症聯盟、香港教育學院特殊學習需要與融合教育中心。冼權鋒等 (2013)。《共融文集暨傷健共融活動教材》。香港: 香港教育學院、香港傷健協會、傷健學院。區美蘭、冼權鋒合編 (2012)。《「適異教學」在特殊學校的實踐與啟示通識科示例──「環境保護」》。香港: 香港教育學院特殊學習需要與融合教育中心。嚴明慧著、冼權鋒編譯 (2012)。《與自閉症兒童一起的旅程: 家長及行為治療師的勵志故事》。香港: 香港教育學院特殊學習需要與融合教育中心。李曉曦著、冼權鋒編譯 (2012)。《電動車的教育路》。香港: 香港教育學院特殊學習需要與融合教育中心。區美蘭、冼權鋒合編 (2011)。《「課堂學習研究」在特殊學校的實踐與啟示-「5以內數數」教學》。香港: 香港教育學院特殊學習需要與融合教育中心。區美蘭、冼權鋒合編 (2011)。《「課堂學習研究」在特殊學校的實踐與啟示-「前後位置」教學》。香港: 香港教育學院特殊學習需要與融合教育中心。區美蘭、冼權鋒合編 (2011)。《「課堂學習研究」在特殊學校的實踐與啟示-「平面圖形」》。香港: 香港教育學院特殊學習需要與融合教育中心。冼權鋒(編) (2011)。「從澳門及香港的融合教育發展，檢視融合教育的困難與挑戰」; 刊於2011年“融合教育國際論壇•中國寧波海曙”研討會，會議資料匯編，72-78頁。中國: 寧波市海曙區人民政府、寧波市教育局、華東師範大學學前教育與特殊教育學院。冼權鋒、余秀螢合編 (2011)。《自閉症學童教育: 「粵港研討會」文集》。香港: 香港教育學院特殊學習需要與融合教育中心。吳淑櫻、冼權鋒合編 (2011)。《關懷學障大使計劃 : 學障之路‧匡扶之道》。香港: 香港教育學院特殊學習需要與融合教育中心。冼權鋒、許令嫻、徐麗楨合編 (2010)。《全納教育全攻略:理念篇》。香港: 中國教育及科研出版。區美蘭、冼權鋒合編 (2010)。《「課堂學習研究」在特殊學校的實踐與啟示-「進位加法」教學》。香港: 香港教育學院特殊學習需要與融合教育中心。冼權鋒、曹莉莉 (2005)。《互動學習新世代：利用密集互動遊戲模式，強化嚴重弱智學童學習能力》。香港: 明愛賽馬會樂仁學校。
Journal Publications Publication in refereed journal Fung, K. Y., Fung, K. C., Lui, T. L. R., Sin, K. F., Lee, L. H., Qu, H., & Song, S. (2025). Exploring the impact of robot interaction on learning engagement: A comparative study of two multi-modal robots.. Smart Learning Environments, 12 (12), 1-25. https://doi.org/10.1186/s40561-024-00362-1 Fung, K. Y., Fung, K. C., Lui, T. L. R., Sin, K. F., Lee, L. H., Qu, H., & Song, S.K. (2025). Motivating students with different needs to learn Chinese in a mixed-background classroom by robot-assisted learning. IEEE Transactions on Learning Technologies, PP (99):, 1-18. https://doi.org/ 10.1109/TLT.2025.3551256. Gao, X., Ye, F. T.-F., Lee, K., Bautista, A., Sin, K.-F., & Yang, L (2024). Parents differ in their sensitivity to the environment: An investigation of the relationship between socioeconomic status, social support, and child maltreatment risks. Child Abuse and Neglect, 158, Article 107131. https://doi.org/10.1016/j.chiabu.2024.107131 Gao, X., Ye, F. T.-F., Lee, K., Bautista, A., Sin, K.-F., & Yang, L. (2024). Chaotic or crowded? The role of physical household environment in children's learning during the COVID-19 pandemic. Journal of Environmental Psychology, 100, Article 102474. https://doi.org/10.1016/j.jenvp.2024.102474 Wan, K., Lau, K. H., Wong, H.Y., Yu, W. Y., Cheong, A. M. Y., Chung, E., Y. H., Lum, C. W., Sin, K. F., & Leung, T. W. (2024). Fostering holistic eye care for children with special educational needs: An interprofessional education program bridging optometry and education. BMC Medical Education, 24, Article 1340. https://doi.org/10.1186/s12909-024-06350-w Yum, Y. N., Poon, K., Lau, W. K.-W., Ho, F. C., Sin, K. F., Chung, K. M., Lee, H. Y., & Liang, D. C. (2024). Music Therapy Improves Engagement and Initiation for Autistic Children with mild Intellectual Disabilities: A Randomized Controlled Study. Autism Research, Early View, 1–21. https://doi.org/10.1002/aur.3254 Chung, E. Y. H., Sin, K. K. F. & Chow, D. H. K. (2024). Building and testing of a robotic intervention framework to enhancing the social engagement of children with Autism Spectrum Disorder. Disability and Rehabilitation: Assistive Technology, 1-10. https://doi.org/DOI: 10.1080/17483107.2024.2412076 Nigmatullina, I., Vasina, V., Pavlova, L., Garachshenko, V., & Sin, K. F. (2024). Competencies of specialists working with children with ASD in the system of continuing education. Education and Self Development, 19 (3), 56-71. https://doi.org/10.26907/esd.19.3.05 Shi, Y. R. & Sin, K. F. (2024). Exploring the effects of web-based psychological capitals training on teachers’ PsyCap development, emotional stability, and support: Evidence from Chinese inclusive education. PLoS One, 19(9), Article e0306453. https://doi.org/10.1371/journal.pone.0306453 Pang, F., Yang, L., Tse, C.Y. & Sin, K. F. (2024). Assessing the relationship between teacher inclusive beliefs, behaviors, and competences of students with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-024-06473-5 Yang, L., Pang, F. & Sin, K. F. (2024). Examining the complex connections between teacher attitudes, intentions, behaviors, and competencies of SEN students in inclusive education. Teaching and Teacher Education, 144, Article 104595. https://doi.org/10.1016/j.tate.2024.104595 Zhao, M., Yu, Y. & Sin, K. F. (2024). The moderating effect of physical exercises on job stress, emotional intelligence, and teaching satisfaction among Chinese University teachers. Humanities and Social Sciences Communications, 11, Article 599. https://doi.org/10.1057/s41599-024-03108-z Chung, E.Y.H., Sin, K.K.F., Chow, D.H.K. (2024). Qualitative outcomes and impact of a robotic intervention on children with autism spectrum disorder: A multiple embedded case study. British Journal of Occupational Therapy, 1- 9. https://doi.org/10.1177/03080226241252272 Fung, K. Y., Tang, K. Y., Lui T. L., Sin K. F., Lee, L. H., Qu, H., & Song, S. (2024). ADPS: A prescreening tool for students with dyslexia in learning traditional Chinese. IEEE Transactions on Learning Technologies, 17, 1454-1470. https://doi.org/10.1109/TLT.2024.3384290 Fung, K. Y., Lee, L. H., Sin, K. F., Song, S., & Qu, H. (2024). Humanoid robot-empowered language learning based on self-determination theory. Education and Information Technologies. https://doi.org/10.1007/s10639-024-12570-w Yu, Y., Lu, G,, Sin, K. F., Yu, Z. (2024). Media representations of China’s inclusive education: A corpus-assisted critical discourse analysis. PLoS One, 19(3), Article e0300123. https://doi.org/10.1371/journal.pone.0300123 Chung, E.Y.H., Sin, K.K.F., Chow, D.H.K. (2024). Effectiveness of robotic intervention on improving social development and participation of children with autism spectrum disorder: A randomised controlled trial. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-024-06236-2 譚紹鋒、冼權鋒 (2023). 「人人都有機會」: 學校超常兒童教育啟示. 《香港特殊教育期刊》, 25, 34-48. Yang, L., Pang, F., & Sin, K. F. (2023). Assessing the psychometric properties of the practice and product inventory of supporting students with ASD (PPI-SSA): A concise assessment tool for teachers in inclusive classrooms. Sustainability, 15 (19), Article 14576. https://doi.org/10.3390/su151914576 Zhong, S. H., Song, S. Z., Tang, T. H. Nie, F., Zhou, X. R., Zhao, Y. Z., Sin, K. F. & Chan, S. H. G. (2023). DYPA: A machine learning dyslexia prescreening mobile application for Chinese children. Proceedings of the ACM on Interactive, Mobile, Wearable and Ubiquitous Technologies, 7(3), Article 143. https://doi.org/10.1145/3610908 Ye, F. T.-F., Gao, X., Sin, K.-F., & Yang, L. (2023). Remote learning and mental health during the societal lockdown: A study of primary school students and parents in times of COVID-19. BMC Public Health, 23(1), 1106. https://doi.org/10.1186/s12889-023-16040-9 Sin, K. F., Yang, L. & Ye, T. F. (2023). Self-dehumanization and other-dehumanization toward students with special educational needs: examining their prevalence, consequences and identifying solutions—a study protocol. BMC Psychology, 11, 137. https://doi.org/10.1186/s40359-023-01178-3 Yang, L., Sin, K. F., & Savickas, M. L. (2023). Assessing factor structure and reliability of the career adaptability scale in students with special educational needs. Frontiers in Psychology, 14, Article 1030218. https://doi.org/10.3389/fpsyg.2023.1030218 Ye, T. F., Gao, F. Z., Yang, L., Hsu, C., & Sin, K. F. (2022). Development and Psychometric Evaluation of the Generic Skills Teacher-Rating Scale for Students with SEN in Hong Kong. Hong Kong Journal of Special Education, 24, 1-20. https://www.seshk.org.hk/%E5%88%8A%E7%89%A9/%E7%AC%AC%E4%BA%8C%E5%8D%81%E5%9B%9B%E6%9C%9F2022 蔣惠妃、冼權鋒、張凱 (2022). 「打破“過度興奮”對超常學生的單純負面性影響？基於Dabrowski人格發展理論的視角」. 《香港特殊教育期刊》, 24, 82-92. Fung, K. Y., Sin, K. F., Wen, Z. A., Lee, L. H., Song, S. H., & Qu, H. (2022). Designing a game for pre-screening students with specific learning disabilities in Chinese. Proceedings of the 24th International ACM SIGACCESS Conference on Computers and Accessibility. https://doi.org/10.1145/3517428.3550384 Yang, L., Hsu, C.-L., Ye, T., & Sin, K. F. (2022). Assessing emotions of teaching assistants in inclusive education. Frontiers in Psychology, 13, Article 813726. https://doi.org/10.3389/fpsyg.2022.813726 Yang, L., Chiu, H. M., Sin, K. F. & Liu, M. (2022). The effects of school support on school engagement with self-determination as a mediator in students with special needs. International Journal of Disability, Development and Education, 69 (2), 399-414. https://doi.org/10.1080/1034912X.2020.1719046 Ye, T. F., Sin, K. F. & Gao, X (2022). Subjective well-being among parents of children with special educational needs in Hong Kong: Impacts of stigmatized identity and discrimination under social unrest and COVID-19. International Journal of Environmental Research and Public Health, 19(1), Article 238. https://doi.org/10.3390/ijerph19010238 Szeto, E., Sin, K. F. & Volante, P. (2021). Middle teacher leadership practice for social justice: Young people’s career development in senior secondary education. International Studies in Educational Administration, 49 (3), 82-102. Yan, Z., Xiao, Y. Y., Sin, K. F., Yang, L., Guo, W. Y. (2021). Formative assessment practices in special school classrooms with the support of e-books: A case study. Frontiers in Education, 6, Article 674869. https://doi.org/10.3389/feduc.2021.674869 彭梓鳴、冼權鋒、蘇建群、李子建、盧成皆、楊蘭、鍾燕嫻、司徒勝營 (2021). 「香港特教畢業生持續進修的機遇：賽馬會特教青年學苑」. 《香港特殊教育期刊》, 23, 64-68. Yan, Z., Xiao, Y., Sin, K-F., Yang, L., & Guo, W-Y. (2021). Formative assessment practices in special school classrooms with the support of e-books: A case study. Frontiers in Education, 6, Article 674869. https://doi.org/10.3389/feduc.2021.674869 Cheng, S. & Sin, K. F. (2021). Thinking styles and career decision-making self-efficacy among deaf or hard of hearing, and hearing students. Exceptionality, 29 (3), 167-181. Cheng, S., & Sin, K. F. (2020). University self-efficacy and quality of university life among students with and without hearing impairment. International Journal of Disability, Development and Education, (Published online:13 Aug 2020), 1-13. Szeto, E., Sin, K., & Leung, G. (2020). A cross-school PLC: how could teacher professional development of robot-based pedagogies for all students build a social-justice school?. Professional Development in Education, Online, 1-16. Yang, L., Gao, F. Z., Sin, K. F. & Lo, S. K. (2020). Linking Family Functioning to Career Planning Self-Efficacy from both Theory and Assessment Perspectives. Advances in Psychology, 10(6), 814-829. Cheng, S., Wang, T. Z. & Sin, K. F (2020). Thinking styles and student engagement among deaf and hard of hearing students. Journal of Developmental and Physical Disabilities, 33, 217-232. Szeto, E., Cheng, A. Y. N., & Sin, K. F. (2020). Still not inclusive? A critical analysis of changing the SENCO policy in a Chinese school community. International Journal of Inclusive Education, 24(8), 828-848. Yang, L., Gao, F.Z., & Sin, K.F. (2019). Using Rasch Measurement Model to Examine the Psychometric Properties of the Career Adapt-Abilities Scale (Short Form) among Students with Special Educational Needs. Hong Kong Journal of Special Education, 21, 33-52. 冼權鋒 (2019)。「從全面學位化的契機看教師專業培訓的未來發展」。《香港特殊教育期刊》，21，149-152。 Lui, M., Lau, K. B., Tam, V., Chiu, H. M., Li, S. C. & Sin, K. F. (2019). Parents’ impact on children’s school engagement and performance: Marital satisfaction, parental involvement, and mental health. Journal of Child and Family Studies, 29, 1548-1560. Szeto, E., & Sin, K. F. (2019). Career and life planning education policy: What are teachers’ experiences of supporting student career development in the diverse school setting?. Hong Kong Journal of Special Education, 20, 36-52. Cheng, S. Y. & Sin, K. F. (2019). Thinking styles and self-determination among university students. Research in Developmental Disabilities, 89, 61-69. Szeto, E., Cheng, A. Y. N., & Sin, K. F. (2019). Challenges of difference and difficulty: how do principals enact different leadership for diverse student population in a changing Chinese school context?. International Journal of Leadership in Education, 22(5), 519-535. Cheng, S. Y. & Sin, K. F. (2018). Self-determination and integration among deaf or hard of hearing and hearing university students. Journal of Developmental and Physical Disabilities, 30(6), 819-833. https://doi.org/10.1007/s10882-018-9622-0 鄧潔儀、冼權鋒、蘇建群、高鳳展 (2018)。「香港特殊學校校本電子教材教學運用課堂觀察研究」。《香港特殊教育期刊》，20，136-154。 Chao, C. N., Lai, T. T., Ji, M. X., Lo. S. K., & Sin, K. F. (2018). Which inclusive teaching tasks represent the highest level of teacher efficacy in primary and secondary schools?. Teaching and Teacher Education, 75, 164-173. Yang, L., Gao, F. Z. & Sin, K. F. (2018). Validation of the Self-report Family Inventory (SFI) in Chinese students with special educational needs. Hong Kong Journal of Special Education, 19, 1-19. Cheng, S. Y. & Sin, K. F. (2018). Conceptions of learning and quality of university life among deaf, hard of hearing, and hearing university students. International Journal of Inclusive Education, 22 (12), 1333-1344. Li, P. Y., Lee, S. M., Ji, M., Sin, K. F., & Lo, S. K. (2017). School principals: Challenges and teacher efficacy regarding inclusion of learners with Autism. The European Proceedings of Social & Behavioural Sciences, 28, 590-599. Davies, M., Elliott, S. N., Sin, K. F., Yan, Z., & Yel, N. (2017). Using adjustments to support the learning and assessment needs of students with disabilities: Macau and Mainland China Teachers’ Report.. International Journal of Disability, Development and Education, xx, 1-21. Lui, M., Yang, L., & Sin, K. F. (2017). Parents’ perspective of the impact of school practices on the functioning of students with special educational needs. International Journal of Disability, Development and Education, 64(6), 624-643. Xu, S. Q., Cooper, P. & Sin, K. F. (2017). The ‘Learning in regular classrooms’ initiative for inclusive education in China. International Journal of Inclusive Education, 22(1), 54-73. 呂梓良、林鎮威、容尚正、廖恩達、冼權鋒 (2016)。「副學士學生的自我效能及其參與融合教育的妥備率分析」。《香港特殊教育期刊》，18，33-34。林鎮威、呂梓良、冼權鋒 (2016)。「融合教育教學助理角色與轉變」。《香港特殊教育期刊》，18，44-59。 Cheng, S. Y., Hu, X. H., & Sin, K. F. (2016). Thinking styles of university deaf or hard of hearing students and hearing students. Research in Developmental Disabilities, 55, 377-387. Tsang, K. L., Sam, K. L., Wong, W. K., Cheng, W. K., Sin, K. F., & Ho, F. C. (2016). A paradigm shift in intervention approaches for children with attention-deficits / hyperactivity disorders: a systematic review of psycho-behavioral interventions. Acta Psychopathologica, 2(2), 44-76. Sin, K. F., & Yan, Z. (2016). Delivering an in-service teacher training course for inclusion in Hong Kong: Evaluation and reflection. Education Research Frontier (教育研究前沿), 6(4), 108-117. Yang, L., Sin, K. F., Cheng, S. Y., & Gao, F. Z. (2015). Developing a short form of Career Development Self-Efficacy Inventory (SF-CD-SEI) for students with special educational needs. Hong Kong Journal of Special Education, 17, 28-39. 冼權鋒、楊蘭、盧成皆、李萍英、高鳳展、栾昕暢、程三銀 (2015)。「融合學生離校後轉銜的困境」。香港特殊教育期刊，17，124-133。冼權鋒、曾君蘭、何福全、蘇建群 (2015)。「知識轉移：到校支援的新嘗試」。《香港特殊教育期刊》，17，141-144。 Yang, L., Sin, K. F. & Lui, M. (2015). Social, emotional, and academic functioning of children with SEN integrated in Hong Kong primary schools.. The Asia-Pacific Education Researcher, 24(4), 545-555. Lui, M., Sin, K. F., Yang, L., Forlin, C., & Ho, F. C. (2015). Knowledge and perceived social norm predict parents’ attitudes towards inclusive education. International Journal of Inclusive Education, 19(10), 1052-1067. Yan, Z., & Sin, K. F. (2015). Exploring the intentions and practices of principals regarding inclusive education: An application of the Theory of Planned Behaviour. Cambridge Journal of Education, 45(2), 205-221. Yang, L., Watkins, D., Mok, M. C., & Sin, K. F. (2014). What matters to the achievement of academically disadvantaged students? An investigation of academic self-concept, perceived control and approaches of learning as predictors.. Hong Kong Journal of Special Education, 16, 24-47. 冼權鋒、楊蘭、呂明、程三銀、欒昕暢、高鳳展 (2014)。「香港特殊學習需學生高中後轉銜現狀研究: 來自特殊學習需要學生家長的聲音」。香港特殊教育期刊，16，82-95。陳慧聲、冼權鋒 (2014)。「學校策動融合教育的挑戰: 一個中學統籌主任的個案報告」。《香港特殊教育期刊》，16，160-165。 Tsang, K. L. & Sin, K. F. (2014). IEP development in Hong Kong: Implications for the future (DOI: 10.12796/caise-review.2014V2.005). CAISE Review, Retrieved from http://dx.doi.org/10.12796/caise-review.2014V2.005, 2(2), online. Yang, L., Sin, K. F., Li, X. Y., Guo, J. S. & Lui, M. (2014). Understanding the power of feedback in education: A validation study of the Feedback Orientation Scale (FOS) in Classrooms.. The International Journal of Psychological and Educational Assessment, 16 (2), 21-46. Yan, Z., & Sin, K. F. (2014). Inclusive education: Teachers’ intentions and behaviour analyzed from the viewpoint of the Theory of Planned Behaviour. International Journal of Inclusive Education, 18(1), 72-85. Tsang, K. W., Tam, H. Y., Au, M. L & Sin, K.F. (2013). Enhancing the pedagogical practices in Hong Kong special schools by the collaborative mode of lesson study. Hong Kong Special Education Forum, 15, 21-35. Forlin, C., Sin, K.F., & Maclean, R. (2013). Transition for a student with special educational needs from primary to secondary school in Hong Kong. Australasian Journal of Special Education, 37, 49-63. Sin, K. F., Lui, M., Yan, Z., Ho, F. C., Au, M. L., & Forlin, C. (2013). The implications of the “Study on Equal Learning Opportunities for Students with Disabilities under the Integrated Education System”. Hong Kong Special Education Forum, 15, 106-110. 冼權鋒 (2013)。「香港特教師資培訓不同模式的實踐經驗及困難」。《香港特殊教育論壇》，15，頁88-95。潘頌兒、呂明、冼權鋒、高鳳展、楊蘭和黃婉冰 (2013)。智障學生中學後持續教育課程的需求。《香港特殊教育論壇》，15，36-47。 Swet, V. J. & Sin, K. F. (2011). Preparing master-students of the Erasmus Mundus programme in special education needs for international collaboration: An insight for Hong Kong teacher education in SEN. Hong Kong Special Education Forum, 13, 1-12. Forlin, C., & Sin, K. F. (2010). Developing support for inclusion: A professional learning approach for teachers in Hong Kong. International Journal of Whole Schooling, 6(1), 7-26. 冼權鋒 (2007)。理想與現況：從「融合教育在香港小學推行的情況」的研究報告看香港融合教育的發展。《香港特殊教育論壇》，第9期，頁105-110。 Publication in policy or professional journal 冼權鋒 (2024)。「人工智能與共融發展」，輯於馬建強編輯「特殊教育從隔離到全納的跨界對話 (筆談)」。《現代特殊教育》，第12 期，頁4-16。 https://doi.org/DOI: 10.3969/j.issn.1004-8014.2024.12.002 包涵、冼權鋒、陳適暉 (2022)。全納教育視角下美國中小幼學生社會情感學習課程的發展及啟示。現代特殊教育(高教)，2022(13)，75-79。 http://ezproxy.eduhk.hk/login?url=https://tra.oversea.cnki.net/kcms/detail/detail.aspx?DBCode=CJFD&DBName=CJFDAUTO&fileName=XDTS202213023published version (EdUHK Users only) 徐素瓊、郭柏賢、冼權鋒 (2021)。「國外融合教育視野下的課程探究及啟示」。《現代特殊教育》，2021 (5)，74-79。徐素瓊、郭柏賢、冼權鋒 (2021)。「從融合教育課程到融合教學法:融合教育理念的真實踐行」。《香港特殊教育期刊》，22，55-65。張家偉、彭梓鳴、冼權鋒、呂明 (2019)。「在融合教育中實踐服務學習概念：個案示範」。《香港教師中心學報》，18，1-13。 Sin, K. F. (2015). The practice and critical issues on inclusive education in Hong Kong. Asia-Pacific Journal of Intellectual Disabilities, 2 (1), 54-61. Sin, K. F (2013). Autism in China. Autism Oz i-magazine, 3, 74-75. 冼權鋒、呂梓良 (2013)。「促進平等學習的特殊教育科技」。《青年研究學報》，16-1，56-64。譚偉權、冼權鋒 (2012)。「申訴專員公署報告建議：群育學校及院舍服務需求的啟示」。《香港特殊教育論壇》，14，59-63。 Sin, K. F. (2011). Initiating positive practices for diversity in Hong Kong schools. SangSaeng, Asic-Pacific Centre of Education for International Understanding (APCEIU), UNESCO.*, 29, 22-24. 冼權鋒 (2010)。新高中對有特殊教育需要學生的功能和意義。《香港特殊教育論壇》，第12期，107-110。
Conference Papers Invited conference paper Sin, K. F. (2024, May). Support of students with ASD and other mental disabilities. Keynote presented in The 10th International Forum on Teacher Education, IFTE-2024, held in Kazan Federal University, Kazan, Russia. Sin, K. F. (2024, May). The use of technology in teaching students with ASD and other mental disorders.. Paper presented in The 10th International Forum on Teacher Education, IFTE-2024, held in Kazan Federal University, Kazan, Russia. Sin, K. F. (2024, May). Whole school approach in catering for diversity. Talk presented in The 10th International Forum on Teacher Education, IFTE-2024, held in Kazan Federal University, Kazan, Russia. Sin, K. F. (2024, March). Achieving the equal learning opportunity for students with special educational needs. Keynote presented in the two-day workshop training, organized by the Universiti Brunei Darussalam and The Ministry of Education of Brunei, Brunei. 冼權鋒 (2024，3). 「如何協助基層才華未展學生展現才能」。專題演講於ALO父母心座談會，中國香港。 Sin, K. F. (2024, February). Achieving the digital inclusion for students with special educational needs. Keynotes presented in the Singapore University of Technology and Design (SUTD) and Singapore University of Social Sciences (SUSS), Singapore. Sin, K. F. (2023, December). The inclusive teacher training in Hong Kong,. Keynote presented in the International Conference on High Quality Special Education, organized by Chongqing Normal University, Chongxing, China. 冼權鋒 (2023，12). 「支持自閉症學生的工作及策略: 學前、學齡及持續學習」。專題演講於「惠州市護苗培智學校 20 周年慶典」研討會，惠州市護苗培智學校主辦，中國廣州。冼權鋒 (2023，12). 「香港融合教育的發展及實踐」。專題演講於保定學院講座，中國河北。 Sin, K. F. (2023, October). Supporting teachers in catering for the diverse learning needs in inclusion. Speech presented in the International Scientific and Methodological Conference "Training of specialists for inclusive education: strategies, concepts, experience", organized by Al-Farabi Kazakh National University, Kazakhstan. 冼權鋒 (2023，10). 「紀行致遠：香港融合教育回顧與展望」。專題演講於「和衷共濟普惠融合 — 粵港澳特殊教育的新視野」，2023粵港澳融合教育論壇。香港教育大學與救世軍主辦，廣東省教育廳、香港特別行政區政府教育局及澳門特別行政區政府教育及青年發展局支持，中國香港。冼權鋒 (2023，6). 「香港融合教育發展及支持機制」。專題演講於「第二屆融合教育發展國際研討會」，華中師範大學教育學院主辦，華中師範大學融合教育學院，北京市海澱區特殊教育研究與指導中心承辦，中國武漢。冼權鋒 (2023，5). 「香港融合教育發展及支持機制」。專題演講於「國際融合教育文化與課程建設學術研討會」暨第三屆「贛粵港”融合教育研討會」，豫章師範學院主辦，中國南昌。冼權鋒 (2022，11). 「不同學階的智障學童如何從感官室的學習環境中得益」。專題演講於「感官室」對智障學童的學習成效分享會」，明愛樂義學校主辦，中國香港。冼權鋒 (2022，10). 「香港特殊需要兒童學前融合服務及支援策略」。專題演講於「入园支持服务研讨会」，晴晴言语康复中心、深圳市残疾人联合会、中国听力语言康复研究中心主辦，中國深圳。 Sin, K. F. (2022, August). Enhancing equality in learning opportunity –Develop effective school-based enrichment programmes for under-achievers with high ability in low social economic status.. Paper presented in the Radboud International Training for High Ability, organized by Radboud Centre for Social Sciences, Radboud University, The Netherlands. Sin, K. F. (2022, August). The feature and development of inclusive education in Hong Kong SAR. Keynote speech at the China-ASEAN International Forum on Special Education: Chinese Characteristics Road and International Reference on High-quality Development of Inclusive Education, hosted by Ministry of Foreign Affairs of P. R. China, Ministry of Education of P. R. China, & Guizhou Provincial People's Government, China. Sin, K. F. (2022, July). Supporting SEN students through the technology of Artificial Intelligence and Internet of Things Enhanced Online Platform. Keynote speech presented in the 2nd International Conference on Humanities, Education, and Social Sciences, Indonesia. Sin, K. F. (2022, June). Create Space for Youth-Unleashing creativity & innovation. Guest talk in Webinar of “Development Opportunity and Challenge in Internet Era”, Safer Internet Day 2022, Hong Kong Council of Social Services, WebOrganic, supported by Google org., Hong Kong. Sin, K. F. (2022, May). The enhancement of generic skills among students with Autism. Keynote speech presented in Asian-Pacific international Rehabilitation Forum, China. Sin, K. F. (2022, April). “The Past, Present and Future Trend in Special Education”. Keynote speech presented in the 125th Anniversary Education Online Forum organized by Ebenezer School and Home for the Visually Impaired, Hong Kong. 冼權鋒 (2021，12). 「創新科技應用於傷健共融學習的發展趨勢」。專題演講於「探索平等的元宇宙世界」 NFT x ESG x ART 可持續金融論壇,，香港，中國。冼權鋒 (2021，12). 「特殊教育青年學院：持續學習、融入社群」。專題演講於第八屆海峽兩岸特殊教育高端論壇，中國湛江。冼權鋒 (2021，11). 「關顧不同需要、拓展多元出路」。專題演講於教育局生涯規劃教育研討會:「拓展不同學習需要學生的多元出路」，香港。 Sin, K. F. (2021, October). The lifelong learning opportunities for the well-being sustainability among the SEN youths. Invited talk in the International symposium, Understanding and promoting the wellbeing of students with SENs, Department of Special Education and Counselling, EdUHK, Hong Kong. 冼權鋒 (2021，10). 「支援隨班就讀學生的策略:香港經驗」。專題演講於南京特殊教育學院，中國南京。 Sin, K. F. (2021, June). Achieving the digital inclusion in the pandemic for students with ID. Paper presented in the 11th International Conference on SE in South-East Region, Indonesia. Sin, K. F. (2021, June). JCYASEN: Lifelong learning and social inclusion of SEN school leavers. Paper presented in the International Inclusive education Conference, China. Sin, K. F. (2021, March). Empowering Autistic communities by developing skills and support for independence. Paper presented in the International Rehabilitation Canton Forum, China. Sin, K. F. (2020, November). “Nurturing students’ self-directed learning abilities”. Guest talk in Conference on Self-Directed Learning for Gifted Students, The Hong Kong Academy for Gifted Education, Hong Kong. 冼權鋒 (2020，2). 「從全面學位化的契機看教師專業培訓的未來發展」。專題演講於香港特殊教育學會2019周年研討會: 「教師專業全面學位化：契機與衝擊」，香港。冼權鋒 (2020，1). 「智障學生/人士共通能力評估工具」。專題演講於賽馬會「智歷奇境」學習計劃啟動禮，香港基督教服務處，香港。冼權鋒 (2019，11). 「小學ADHD學生的情緒行為的處理與教導」。專題演講於「園藝治療 - 種出正面情緒」學童支援計劃成效研究分享會暨工作坊，基督教家庭服務中心主辦，香港。冼權鋒 (2019，11). 「有特殊教育需要學生的教學支援」。專題演講於「支援SEN學生研討會」，香港平等機會委員會主辦，香港。冼權鋒 (2019，11). 「特殊學校畢業生持續學習的新契機」。專題演講於香港特殊學校議會2019年周年大會暨專題講座，香港特殊學校議會，香港。冼權鋒 (2019，9). 「電子書成效研究報告」。專題分享於滙豐150週年慈善計劃 -「特殊學校校本教材電子化計劃」成果分享會，香港，香港教育大學。 Sin, K. F. & Lui, M. (2019, August). The teacher empowerment through the service learning mode in special needs. Paper presented in The World Education Research Association (WERA) Conference, Tokyo, Japan. Sin, K. F., Yang, L., & Gao, F. Z. (2019, August). The support of career planning for SEN students in mainstreaming schools. Paper presented in The World Education Research Association WERA Conference, Tokyo, Japan. 冼權鋒 (2019，8). 「融合教育的反思: 家長與教師的角色及培訓」。專題演講於2019年深圳國際康復論壇，深圳市康復醫學會主辦，中國深圳。 Sin, K. F. (2019, June). Inclusive school and university education. Paper presented at Rehabilitation International Asia & Pacific Regional Conference (RIAPRC2019) organized by Fu Hong Society of Macau, Macau. Sin, K. F. (2019, May). Professional training of teachers in addressing the diverse learning needs of giftedness. Keynote paper presented in the Gifted Education Conference 2019: Room for Talent: Changing Perspective on Gifted Education organized by Radboud University and The Education University of Hong Kong, Hong Kong. Sin, K. F. & Lui, M. (2019, May). Collaborative approach in enhancing the professional competency in catering for diversities among pre-service teachers. Sharing of UGC “Funding Scheme for Learning and Teaching Related Proposals (2016-19 Triennium)” & TDG Projects in Conference Day of “Learning and Teaching @EdUHK Festival 2019”, Hong Kong. Yang, L., Sin, K. F., & Gao, F. Z. (2019, May). Exploring psychological growth of students with special educational needs from a perspective of family functioning. Paper presented at Social Psychology and Social Governance Practices in New Era hosted by Southwestern University of Finance and Economics, 24-25 May, Chengdu, China. 冼權鋒 (2018，12). 「特殊教育之回顧與前瞻」。專題演講於《全港特殊學校專業發展日－2018：專業成長、承先啟後、經驗累積、專業成果分享及知識承傳》，教育局、特殊學校議會香港教育大學特殊學習需要與融合教育中心主辦，香港。冼權鋒 (2018，10). 「支援視障融合生」: 從理論到實踐」。專題演講於《內地及港澳視障融合教育論壇》，香港失明人協進會、香港中文大學學術交流處（國內事務）主辦，香港。 Yang, L, Chiu, H. M., Sin, K. F. and Lui, M. (2018, June). The effects of school support on school engagement with self-determination as a mediator in students with special educational needs. Poster displayed in The 2nd Asia Pacific Conference on Inclusive Education, Taiwan. 冼權鋒 (2017，11). ｢大學團隊如何結合社會力量推動香港融合教育的發展」。專題演講於《第四屆海峽兩岸特殊教育高端論壇暨廣東省特殊教育教師發展聯盟首屆研討會》，嶺南師範學院主辦，中國湛江。 Li, E. P. Y., Lee, A. S. M., Ji, M., Sin, K. F., (2017, August). School principals: Challenges and teacher efficacy regarding inclusion of learners with autism. The European Proceedings of Social & Behavioural Science, Russia. 冼權鋒、包涵 (2017，8). 「香港融合教育及特教生的生涯規劃」。專題演講於《2017年融合教育研討會》，南京。 Sin, K. F. (2017, July). Mode of support and inclusive education in Hong Kong. Keynote speech presented at the Haidian International Conference on Inclusive Education organized by Haidian Institute for Special Education and Research Centre for Inclusive Eductaion of Beijing Normal University Education Commmission, Beijing, China. 冼權鋒、包涵 (2017，7). 「香港融合教育的支援模式如何有助視覺障礙學生的學習」。主講論文發表於《2017年海峽兩岸視障教育學術研討會》，南京特殊教育師範學院和台灣中華視障教育學會主辦，中國南京。冼權鋒 (2017，6). 「香港融合教育的發展及展望」。主講論文發表於《孤獨症兒童教育教學論壇暨國家級教材建設研討會》，浙江工業大學主辦，中國杭州。 Sin, K. F. (2017, May). Special education and inclusive education in Hong Kong. Keynote speech preseented at the International Conference of Special Education Law, System and Policy: Protection of Fundamental Human Rights, organized by The Korean Society of Special Education, South Korea. 冼權鋒 (2017，3). 「照顧學習多樣性（資優、SEN等）的理念與解讀」。主講論文發表於「小學中國語文科: 照顧學習多樣性研討會」，現代教育研究社主辦，香港。冼權鋒 (2016，11). 「照顧不同能力學生的理念與策略」。主講論文發表於《「啟迪學生潛能照顧個別差異」研討會》，香港校董會主辦，香港。 Sin, K. F. (2016, August). Inclusive education for children in Hong Kong. Speaker at the Update Series on Child Health 2016, organized by the Hong Kong Paediatric Society (HKPS), Hong Kong College of Paediatricians (HKCoP) and Hong Kong Paediatric Nurses Association (HKPNA)., Hong Kong. 冼權鋒 (2016，8). 「輔助科技如何促進特教學生的學習」。主題論文發表於《2016專題研討會: 數碼共融--從教育及復康到健康生活》，工程及醫療義務工作協會賽馬會數碼共融中心主辦，香港。 Sin, K. F. (2016, July). Updates of inclusive education in Hong Kong. Speech presented at the Summer Workshop on Disability Rights and Equality, organized by HKU Space and co-organized by CAISE of HKU, Hong Kong. Sin, K. F. (2016, June). The tertiary education for individuals with special needs. Speech presented at the Professional Forum on Child Health 2016, organized by Hong Kong Paediatric Foundation, Hong Kong. Sin, K. F. (2015, June). Examining the implications of research in the advancement of inclusive education in Hong Kong. Joint conference between the British Council andThe Hong Kong Institute of Education (HKIEd) on “Inclusive Education in Hong Kong"., Hong Kong. Sin, K. F. (2015, April). Special needs and support for preschool children. International Academic Symposium on Early Childhood Education: Children Development and Education, China. Sin, K. F., Yang, L., Lo, S. K., & Li, P. Y. (2015, January). Post-school transition of students with disabilities in Hong Kong: A qualitative investigation.. The KCPMHD International Conference, South Korea. Sin, K. F. (2014, December). Growing a new generation of teachers and leaders – teacher training and career development. British Council Policy Dialogue Conference, Special Educational Needs: Access and Engagement, Dubai, UAE. Sin, K. F. (2014, December). Review the Development of Inclusive Education in Hong Kong for Future Policy Implications. The Hong Kong Education Policy Roundtable Forum: Collaborating for Hong Kong Education Development, Hong Kong. Sin, K. F., & Yang, L. (2014, December). A qualitative study of post-school outcomes of senior secondary graduates with special educational needs in Hong Kong.. The Learning & Teaching Expo, 11-13 December, Hong Kong. Sin, K. F. (2014, November). The Support of Autistic Children in Hong Kong Schools. Autism Symposium on Genetics and Epidemiology in Autism 2014, Hong Kong. 冼權鋒 (2014，11). 「香港特區政府特殊教育政策發展及教師培訓的新趨勢。《2014特殊教育論壇 : 全面關顧有特殊教育需要的學生》，澳門。 Sin, K. F. (2014, August). Transition to Adulthood of Special Education and Vocational Training in Hong Kong. The International Seminar organized by KINTEX in Goyang City, South Korea. 冼權鋒 (2014，7). 「香港特教師資培訓不同模式的實踐經驗及困難」。特殊教育需要政策圓桌會議，香港社會服務聯會主辦，香港。 Sin, K. F. (2014, June). Strategies in catering for diverse learning needs in classroom. The Third Guangzhou International Symposium on Special Education, Guangzhou. Sin, K. F. (2013, December). Teaching students with ADHD and ASD students. The Second Guangzhou International Symposium on Special Education, Guangzhou. Sin, K. F. (2013, December). The special needs training and school based support. The Learning and Teaching Expo, Main Stage Conference 2013, Hong Kong. 冼權鋒 (2013，12). 「融合教育下的特教培訓與校本支援」。論文發表於「學與教博覽2013」，香港。冼權鋒 (2013，12). 「香港孤獨症教育人員培訓體系」。專題演講發表於《“合作、發展” 2013年中國孤獨症康復教育高峰論壇》，廣州市康納學校（廣州兒童孤獨症康復研究中心）及中山大學第三附屬醫院兒童發育行為中心主辦，中國。冼權鋒 (2013，11). 「香港融合教育的發展」。專題演講發表於《2013年第二屆融合教育推廣》研討會，重慶師範大學融合教育研究中心、重慶市特殊兒童心理診斷與教育技術重點實驗室及重慶市潘菽學術思想研討會主辦，中國。 Sin. K. F. (2013, October). Special education training and support for schools. Paper presented in the Symposium: Recent Research & Practice for Students with Special Needs, from Preschool to Secondary School, organized by Department of Rehabilitation Sciences, HK Poly U, Hong Kong. Sin, K. F. & Yang, L. (2013, September). Understanding SEN students integrated in regular primary schools in Hong Kong. The 7th SELF Biennial International Conference’ and the ‘ERAS Conference’, jointly organized by The Educational Research Association of Singapore (ERAS), the National Institute of Education, Singapore, and SELF (Self-concept Enhancement and Learning Facilitation), Singapore. 冼權鋒 (2013，7). 「融合教育制度下殘疾學生的平等學習機會研究－重點及建議」。文章發表於融合教育研討會，教育局及平等機會委員會合辦，香港。 Sin, K. F. (2013, June). Updates of teaching students with ADHD and ASD students. Paper presented in the First Guangzhou International Symposium on Special Education, organized by Bureau of Education of the City of Guangzhou, Guangzhou. Sin, K. F. (2013, January). The Practice and Critical Issues on Inclusive Education in Hong Kong. Paper presented in the 6th Chang-Pha International Symposium, organized by Daegu University, Korea. 冼權鋒 (2013，1). 「香港特教師資培訓不同模式的實踐經驗及困難。文章發表於香港特殊教育學會第十五屆周年研討會，「變幻才是永恒？香港特教師資培訓與融合/特殊教育的互動發展」，香港。 Sin, K.F. (2012, August). Upskilling all mainstream teachers for optimizing the full potentials of students with disabilities. Paper presented in The 12th Asian Society of Adapted Physical Education and Exercise Symposium, organized by the Asian Society of Adapted Physical Education and Exercise (ASAPE) and the Centre for Special Educational Needs and Inclusive Education, Hong Kong. 冼權鋒 (2012，7). 「在共融概念下，教師特教知能的迷思與反思」。文章發表於「共融角度多面體研討會2012: 社會融合的實踐：平等機會與多元選擇」。香港傷健協會主辦，香港教育學院特殊學習需要與融合教育中心、香港樹仁大學輔導及心理學系與多間社會福利團體協辦，香港。 Sin, K. F. (2012, April). The services and support of Autism in Hong Kong. Paper presented in the Autism Conference organized by China Philanthropy Research Institute of Beijing Normal University, Beijing. Sin, K. F. (2012, March). Contextual analysis of ASD services in Mainland China. Paper presented in the Autism Summit, “The Economic Cost of Autism: Invest in the Future”, organized by Goldman Sachs, in collaboration with the Child Development Centre at Matilda and Autism Speaks, Hong Kong. 冼權鋒 (2012，3). 「香港自閉症兒童的支援政策及服務發展」。文章發表於2012年「第五屆“世界自閉症關愛日” 廣東省康復教育系列講座，廣東省殘疾人康復協會、香港教育學院特殊學習需要與融合教育中心、及香港自閉症聯盟主辦，廣州，中國。冼權鋒 (2011，12). 「香港學齡期自閉症兒童的支援政策及服務發展」。文章發表於2011年上海第二屇自閉症康復論壇暨公益系列講座: 「自閉症融合教育的探索」，上海愛好兒童康復培訓中心主辦，上海閩行區殘疾人聯合會協辦，上海，中國。冼權鋒 (2011，12). 「香港殘疾人教育法律制度與全納教育」。文章發表於2011年「第三屆殘疾人權益保障國際研討會」，中國人民大學法學院（中國北京）主辦，北京，中國。冼權鋒 (2011，11). 「促進教師知能發展、支持自閉症融合生」。文章發表於2011年上海第二屇自閉症康復論壇暨公益系列講座: 「自閉症融合教育的探索」，上海愛好兒童康復培訓中心主辦，上海閩行區殘疾人聯合會協辦，上海，中國。冼權鋒 (2011，9). 「隨班就讀的視障學生遇到的困難及挑戰」。文章發表於2011年「視障融合教育論壇」，中德視覺障礙教育合作專案，青島盲校、青島盲人教育資源中心主辦，青島，中國。冼權鋒 (2011，6). 「從澳門及香港的融合教育發展，檢視融合教育的困難與挑戰」。專題演講發表於2011年「融合教育國際論壇•中國寧波海曙」研討會，寧波市海曙區人民政府、寧波市教育局、華東師範大學學前教育與特殊教育學院主辦，中國。 Sin, K. F. (2011, February). Mainstreaming students with special needs in Hong Kong. Keynote presented in the “Children with Special Education Needs: Updates on management of Children with Handwriting Difficulties”, A one-day symposium to share on recent local studies on Chinese handwriting difficulties encountered by mainstream primary students, organized by Department of Rehabilitation Sciences of The Polytechnic University, Department of Computer Science of The City University of Hong Kong and QEF, Hong Kong. 冼權鋒 (2011，2). 「在融合教育下，如何照顧學生個別差異」。文章發表於「2011兩岸四地學生輔導研討會」，澳門街坊會聯合總會、澳門理工學院、教育暨青年局合辦，澳門。冼權鋒 (2011，1). 「學障教師培訓的「3 P」模式」。專題演講及文章表於「華文國際學習障礙研討會暨第七屆台灣學障學會年會」，台北師範大學，台灣。冼權鋒 (2010，7). 「香港視障融合學生的支援」。專題演講發表於「2010年海峽兩岸視障教育研討會」，中華視覺障礙教育學會主辦，台北師範大學，台灣。 Sin, K. F. (2010, June). Supporting student with Autism Spectrum Disorders: Challenges and difficulties in the road to inclusion. Invited keynote presentation in “Global Solution in Research and Clinical Practice in Communication Sciences and Disorders Conference”, organized by The 28th World Congress by American Speech-Language-Hearing Association (ASHA), Greece. Sin, K. F. (2010, June). The difficulties and support of students with hearing impairment in Hong Kong mainstreaming schools. Paper presented at the 3rd EMSENIC - Erasmus Mundus Special Education Needs International Conference, Towards inclusion: Being with others, London, United Kingdom. 冼權鋒 (2010，4). 殘疾兒童融合教育的新方向。論文發表於「廣東省殘疾人康復協會第二屆會員代表大會」，廣州，中國。冼權鋒 (2010，3). 融合教育的挑戰與出路。論文發表於「香港校長研討會2010」，香港。冼權鋒 (2010，3). 香港自閉症兒童教育及教師培訓新發展。論文發表於「2010年第三屆世界自閉症關愛日康復教育研討會」，廣州，中國。 Sin, K. F. (2009, December). Challenges and opportunity of inclusive education. Paper presented at the “Managing Human Capital in World Cities: Education Reform, Nurturing Talent and Student Learning in a Globalizing World” . Managing World Cities Symposium Series & The 25th Anniversary Conference for the Hong Kong Educational Research Association, Hong Kong. 冼權鋒 (2009，12). 新高中對有特殊需要學生的功能和意義。論文發表於「第十二屆周年研討會：新高中的樂與怒」，香港。冼權鋒 (2009，7). 香港視障學生的服務及支援。論文發表於「2009年海峽兩岸視障教育研討會」，台北，台灣。冼權鋒 (2009，3). 聯合國世界自閉症關顧日及香港現況。論文發表於2009年聯合國“世界自閉症關愛日”-- 全國自閉症康復教育研討會，廣州，中國。 Sin, K. F. (2008, December). Assisting autistic children to overcome the difficulties faced in integrated educational settings. Paper presented at International Forum on Supporting Children with Autism and Specific Learning Disabilities, Macau. Sin, K. F. (2008, December). Inclusive education - Implications for "334". Paper presented at The "3+3+4" Symposium: Partnering for Excellence in Education, Hong Kong. 冼權鋒 (2008，11). 實踐融合教育的困難與機遇。論文發表於2008中國杭州名師名校長論壇 - - 特殊教育的機遇與挑戰，杭州，中國。 Sin, K. F. (2008, June). Teacher empowerment, through a systemic training and re-training teacher education program in Hong Kong. Paper presented at the 3rd symposium of the Asia-Pacific Professional Network for Inclusive Education, Hong Kong. 冼權鋒 (2008，5). 實踐融合教育的困難與機遇。論文發表於「香港校長研討會2008」，香港。冼權鋒 (2008，5). 想法解讀。論文發表於「第九屆家長與專業人士交流會主題：解放思想──行動與反思」，中國。冼權鋒 (2008，4). 探討教導特殊學習障礙學生的教學策略。論文發表於「跨越看不到的障礙──中國內地、香港、台灣特殊學習障礙服務研討會」，香港。 Sin, K. F. (2008, March). Education reform and teacher education for inclusion in the Asian-Pacific region. Paper presented at the 1st East-Asian Symposium on Teacher Education Research, Japan. 冼權鋒 (2008，2). 從教育心理、輔導與學習支援反思融合教育。論文發表於「北區小學聯校教師專業發展日」，香港。冼權鋒 (2007，12). 提升教師照顧學生的不同學習需要。論文發表於「第四屆兩岸四地自閉症研討會──教育康復論壇」，中國。冼權鋒 (2007，6). 理想與現況：從「融合教育在香港小學推行的情況」的研究看香港融合教育的發展。論文發表於「穗港兩地視障兒童家庭教育交流會」，中國。 Sin, K. F. (2006, November). Overview of catering for diversity in Hong Kong schools: Successful inclusive practices. Paper presented at the Annual Conference of the SENIA, Hong Kong. Sin, K. F. (2006, June). Stakeholders survey of the implementation of integrated education in Hong Kong (in Chinese). Paper presented at the International Conference on Special Education in Hong Kong, Hong Kong. Forlin, C., Sin, K. F. K., & Ho, F. C. (2006, May). School reform for inclusive education. Inclusive Education Conference, Beijing. 冼權鋒 (2006，2). 「特教學生高中教育機會：家長期望及取向」調查報告。論文發表於「三三四學制下特教學生離校出路──家長諮詢大會」，香港。 Refereed conference paper Fung, K. Y., Fung, K. C., Sin, K. F., Lui, T. L. R., Qu, H., & Song, S. (2024, June). Utilizing humanoid robots to improve learning proficiency and support for students with dyslexia: An empirical investigation. [Poster presentation]. 1st EdUHK International Conference for Research in Early Childhood Education and Development, Hong Kong, China. Gao, X., Ye, F. T.-F., Lee, K. & Sin, K.-F. (2024, June). Psychometric properties of the Parental Reflective Functioning Questionnaire among parents of children with autism spectrum disorders.. The 27th Biennial Meeting of the International Society for the study of Behavioural Development (ISSBD 2024), Lisbon, Portugual.. Chao, C. N., Leung, N. M. & Sin, K. F. (2024, May). Cultivating positive psychology and inclusive education in Hong Kong higher education. Paper present in The Asian Conference on the Social Sciences, Japan. Sin, K. F., Yang, L. & Gao, F. Z. (2024, April). Enhancing career adaptability and career development self-efficacy of sen school leavers in Hong Kong. Poster presented in the 2024 AERA Annual Meeting held in Philadelphia, United States. Sin, K.F., Lan, Y., So, K.K., Gao, F. (2024, April). Career Assessment Development for the Future: A Game-based Perspective on Developing Career Adaptability Assessment in SEN Students [Paper presentation]. International Congress on Educational Futures 2024, Hong Kong. https://www.eduhk.hk/icef2024/programme/ Sin, K. F. (2023, December). A study of self-dehumanization and other-dehumanization toward students with special educational needs: The implications to the support to students with visual impairment.. Paper presented in the 2023 International Conference on Education of the Visually Impaired organized by China Braille Press, The International Council for Education of People with VI (ICEVI) and The Asian Foundation for the Prevention of Blindness, Beijing, China. Sin, K. F., Cheung, K. Y. & Ho, K. W. (2023, December). A study of the use of neurocognitive training to enhance the attention, emotion and executive function of ADHD students. Paper presented in the 2023 Learning and Teaching Expo organized by the Hong Kong Education City, Hong Kong, China. Gao, F. Z., Yang, L. & Sin, K. F. (2023, August). Assessing the multidimensionality of a short-form of career maturity inventory using Rasch modeling in school leavers with special educational needs. Poster presented in The 18th Pacific Rim Objective Measurement Symposium (PROMS) 2023, Macau, China. Gao, F.Z., Yang, L. & Sin, K. F. (2023, August). Developing a Career Self-Concept Inventory for students with special educational needs. Paper presented in the 18th Pacific Rim Objective Measurement Symposium (PROMS) 2023, Macau, China. Gao, F. Z., Sin, K. F., Yang, L. & So, K. K. (2023, May). Game-Based assessment of career adaptability for students with special educational beeds - A pilot study. Paper presented in the International Conference on Learning and Teaching for Future Readiness 2023, Hong Kong, China. Sin, K. F., Yang L. & Gao, F. Z (2022, July). Can TEA time provide a joyful and productive assessment period for Chinese senior secondary students to learn English as a foreign language. Paper presented in the 1st APSCE International Conference on Future Language Learning, Hong Kong. Gao, F. Z., Yang, L. & Sin, K. F. (2021, December). Understanding SEN students’ cognitive-oriented self-efficacy and action-oriented self-efficacy of career development: Rasch and SEM analyses. Paper presented in the Pacific Rim Objective Measurement Symposium (PROMS) 2021, Hong Kong. Sin, K. F. & Wong, H. Y. (2021, December). Developing an assessment tool on generic skills for students with intellectual disability. Paper presented in the Learning and Teaching Expo, Hong Kong. Szeto, E. & Sin, K. F. (2021, September). Fostering socially-just learning: influence of principal leadership on teacher professional development of innovative pedagogies for all students. Paper presented at World Education Leadership Symposium. The Institute for the Management and Economics of Education (IBB), The University of Teacher Education Zug, Switzerland. Yang, L., Zhang, L., Liang, Y., Zhang, Q. P., Sin K. F., Ye, T. F., Gao, F. Z, Gao, J., & Wu, Y. Q. (2021, June). Making the most out of TEA and SPA time: A symposium on introducing two innovative technology-enhanced assessment platforms to enhance students’ assessment literacy and learning outcomes. Four papers presented at The 2nd International Conference on Language Teaching and Learning 2021 (Online) Conference, 19-20 June, The Education University of Hong Kong, Hong Kong SAR, China. Gao, F. Z., Yang, L., Sin, K. F. & Gao, J. (2020, December). Visualizing the role of gender in career development of youth with disabilities in 10 years’ international publications (2010 to 2020). Paper presented in the International conference on gender, language and education, Hong Kong. Gao, F.Z., Yang, L., & Sin, K. F. (2020, December). Examining the impact of cognitive-oriented self-efficacy on affecting action-oriented self-efficacy of career development of SEN students in Hong Kong. Paper presented at The International Conference on Learning and Teaching 2020 (ICLT2020) Yang, L., Sin, K. F. & Gao, F. Z. (2020, December). Examining the impact of cognitive-oriented self-efficacy on affecting action-oriented self-efficacy of career development of SEN students in Hong Kong. Paper presented at The International Conference on Learning and Teaching 2020 (ICLT2020) Sin, K. F. (2020, November). Generic skills development in ID students. Paper presented in the Special Education Summit, Taiwan. Szeto, E., & Sin, K. F. (2019, November). Challenge and opportunity: Principal leadership for whole-school participation in career education in diverse school contexts of Hong Kong. Paper presentation at the University Council for Educational Administration Conference 2019, New Orleans, U.S.A.. Szeto, E. and Sin, K. K. F. (2019, September). Global Policy for All in Education: Principal Leadership for Inclusion in Response to Students’ Voices in diverse school settings?. Paper presented in World Education Leadership Symposium and Network 2019, Switzerland. Yang, L., Sin, K. F., Frondozo, E. C., & Gao, F. Z. (2019, July). Meaning in Life, Career Goal-Setting, and Academic Self-Concept.. Paper presented at 13th Biennial Asian Association of Social Psychology Academia Sinica, Taipei, July 11-13, Taiwan. Yang, L., Gao, F. Z., & Sin, K. F. (2019, June). In search of SpLD students’ optimal growth: What do we know about their self-determining capabilities and opportunities at home and school?. Poster presented at research conference entitled Child Development: The Role of Family and School Practices hosted by ECE,The Education University of Hong Kong, Hong Kong. Yang, L., Sin, K. F., & Gao, F. Z. (2019, June). In search of smooth post-school transition: A perspective of career development self-efficacy with a sample of students with special educational needs. Poster presented at Rehabilitation International Asia & Pacific Regional Conference (RIAPRC2019), 26-28 June, Macau. Yang, L., Sin, K. F., & Gao, F. Z. (2019, June). Self-Determination of Students with Specific Learning Difficulties (SpLD): Are boys more self-determined than girls?. Poster presented at Rehabilitation International Asia & Pacific Regional Conference (RIAPRC2019), 26-28 June, Macau. Szeto, E., & Sin, K. K. F. (2019, May). Career education policy: What are teachers’ experiences in support of student career development in the diverse school setting?. Paper presentation at the 2019 Asia Pacific Career Development Association Annual Conference, Vietnam. Sin, K. F., Yang, L., & Gao, F. Z. (2019, April). Career Adaptability of Gifted students: A Pilot Study in Hong Kong. Poster presented at the International Research Association for Talent Development and Excellence (IRATDE), Taiwan. Sin, K. F., Yang, L., & Gao, F. Z. (2019, April). Are students with giftedness more capable of developing their careers than those with SpLD? A comparative study in Hong Kong. Poster presented at the International Research Association for Talent Development and Excellence (IRATDE), Taiwan. Sin, K. F., Yang, L., & Gao, F. Z. (2019, April). How do gifted students feel in school and what school support do they need? A qualitative study in Macau. Paper presented at the International Research Association for Talent Development and Excellence (IRATDE), Taiwan. Sin, K. F., Yang, L., & Gao, F. Z. (2019, April). Teacher support and peer support: Are they perceived similarly important to social and emotional competences of gifted students?. Paper presented at the International Research Association for Talent Development and Excellence (IRATDE), Taiwan. Szeto, E., & Sin, K. K. F. (2019, April). School improvement towards inclusion: How do principals enact leadership of equalising learning opportunity for all students?. Paper presentation at the 2019 American Educational Research Association Annual Meeting, Toronto, Canada. Sin, K. F., Yang, L. & Luan, X. C. (2018, December). Testing the Relationships Between Optimism, Joy, Anger and Helplessness in Macau Teachers. Paper Presented at the Symposium Entitled What Do We Know About the Effects of Inclusive Education? An Integrative Perspective of Students and Teachers on Career Adaptability, Emotions, Self-concept, and Psychological Well-being. HKERA International Conference 2018, Hong Kong SAR, PRC. Sin, K. F., Yang, L., Gao, F. Z., & Deng, H. W. (2018, December). Post-school Transition Options for SEN Students: A Comparative Perspective Between Parents of SEN Students in Special Schools and Those in Mainstream Schools. Paper presented at HKERA International Conference 2018, Hong Kong SAR, PRC. Yang, L. & Sin, K. F. (2018, December). The Relationships Between Self-concept of Competence, Academic Emotions and Career Adaptability With a Sample of SpLD in Hong Kong. Paper Presented at the Symposium Entitled What Do We Know About the Effects of Inclusive Education? An Integrative Perspective of Students and Teachers on Career Adaptability, Emotions, Self-concept, and Psychological Well-being. HKERA International Conference 2018, Hong Kong SAR, PRC. Yang, L., Gao, F. Z. & Sin, K. F. (2018, December). Career Adaptability of Students With Special Educational Needs in Hong Kong. Paper Presented at the Symposium Entitled What Do We Know About the Effects of Inclusive Education? An Integrative Perspective of Students and Teachers on Career Adaptability, Emotions, Self-concept, and Psychological Well-being. HKERA International Conference 2018, Hong Kong SAR, PRC.. Yang, L., Sin, K. F., Wang, H., & Gao, F. Z. (2018, December). Self-concept, Emotions, and Career Planning: Multiple Voices from Stakeholders in Inclusive Education and Special Education. A session presented at The Learning & Teaching Expo, 11-13 December, Hong Kong SAR, PRC. Yang, L., Wang, H. & Sin, K. F. (2018, December). What Do We Know About Special School Teachers’ Emotions, and Emotion Regulation, Occupational Stress and Life Satisfaction?. Paper Presented at the Symposium Entitled What Do We Know About the Effects of Inclusive Education? An Integrative Perspective of Students and Teachers on Career Adaptability, Emotions, Self-concept, and Psychological Well-being. HKERA International Conference 2018, Hong Kong SAR, PRC. Sin, K. F., Yang, L., Gao, F. Z., & Deng, H. W. (2018, September). Aim for the moon? Or target at living realistically and adaptively on the earth? A comparative study between two groups of parents’ career expectations to SEN students. Autumn Forum: Advances and emerging issues in international and comparative education research, Comparative Education Society of Hong Kong, Hong Kong SAR, PRC. Mu, W. W. & Sin, K. F. (2018, June). The application of Minecraft in education for children with Autism in special schools.. Paper presented in the International Conference on Computational Thinking Education 2018, Hong Kong. Sin, K. F., & Cheng, S. (2017, November). The influence of family functioning on self-determination of students with and without special educational needs. Paper presented at the WERA Focal Meeting & HKERA International Conference 2017 (WERA-HKERA 2017): Innovation, Hong Kong. Sin, K. F., Lum, C. W., Lui, T. L. R., & Yung, S. C. (2017, November). Overview of teaching assistants’ self-efficacy in Hong Kong and suggestions to teaching assistants’ training program to accommodate students with special education need. Paper presented at the WERA Focal Meeting & HKERA International Conference 2017 (WERA-HKERA 2017): Innovation, Hong Kong. Sin, K. F., Cheng, S., Li, E. P. Y., Gao, F. Z., & Luan, X. (2017, October). Evaluating the effectiveness of the World Voice program on inclusive education. Paper presented at The Inclusive Education Summit 2017, Australia. Sin, K. F., Yang, L., Gao, F. Z., & Bao. H. (2017, October). The relationship between self-perceptions of academic competence and career goal-setting in SEN students: Testing the mediating and moderating role of meaning in life.. Paper presented in The Inclusive Education Summit 2017, Australia.. Sin, K. F., Lo, S. K., Chao, C. N., Tsz, T. L, & Ji, M. (2017, August). Which inclusive teaching tasks demand the highest teacher efficacy in primary and secondary schools?. Paper presented in the European Confreence on Educational Research 2017, Denmark. Sin, K. F., Cheng, S. Y., Li, P. Y., Luan, X. C., & Gao, F. Z. (2017, May). The effectiveness of the World Voice program on classroom inclusion. Paper presented at Redesigning Pedagogy International Conference, May 31-June 2, 2017, Singapore, Singapore. Sin, K. F., Yung, S. C., Lum, C. W., & Lui, T. L. (2017, May). Teaching assistants’ self-efficacy in Hong Kong and training reformation to accommodate students with SEN. Paper presented at the Redesigning Pedagogy International Conference 2017: Education for the future: Creativity, Singapore. Sin, K. F., Yang, L., & Gao, F. Z. (2016, December). Social support, mental health and self-determination of students with special educational needs:A comparative study. Asia Mental Health Conference, Hong Kong. Yang, L., Sin, K. F. & Gao, F.Z. (2016, December). What do we know about self-understanding, career exploration and career management of students with special educational needs?. Learning & Teaching Expo, Hong Kong, China. 楊蘭、冼權鋒和高鳳展 (2016，12). 有特殊需要學生的自我認識，職業探索，職業生涯規劃與管理我們知道多少？。文章發表於「學與教博覽 2016：特殊教育需要研討會」，香港。鄧潔儀、冼權鋒、蘇建群 (2016，12). 「點解SEN學生咁難學寫議論文?」。論文發表於《第一屆語文教育國際研討會》，香港教育大學主辦，香港。 Davies, M., Elliott, S.N., Sin, K., & Yan, Z. (2016, August). Development and Application of the Checklist for Learning and Assessment Adjustments for Students (CLAAS) with Special Needs to Inform Learning and Assessment Differentiation. World Congress on Special Needs Education, Philadelphia, PA, USA.. Liang, L., Liu, Y. T., Lum, C. W., Lui, R. T. L., & Sin, K. F. (2016, August). Self-efficacy of Teaching Assistants in Hong Kong. Paper presented at International Conference on Education, Psychology, and Social Sciences, Malaysia, Lumpur. Liu, Y. T., Chan, M. T., Au, M. L., & Sin, K. F. (2016, July). Mediated learning for students with special educational needs: Case study of a student with Autism Spectrum Disorder. Paper presented at Hong Kong ASD Conference 2016: Supporting Learning and Development, Hong Kong. Sin, K. F., & Yan, Z. (2016, April). Delivering an In-service Teacher Training Course for Inclusion in Hong Kong: Evaluation and Reflection. International Conference of Educational Research and Practice, Bei Jing, China. Sin, K. F., Yang, L., Cheng, S. Y. (2016, April). Career development self-efficacy of students with special educational needs: An investigation in Hong Kong.. The 2016 Annual Conference of the Comparative Education Society of Hong Kong, 15-16 April, Hong Kong. Li, P. Y. E., Ji, R. M.-x., Sin, K. K.-f., & Lo, S. K. (2015, December). Holistic approach in engaging learners on the Autism Spectrum in regular classroom: Good practice and teachers’ roles. Paper presented at Learning and Teaching Expo, SEN Theatre, Hong Kong. Sin, K. F., Yang, L., Lo, S. K., Li, P. Y., & Lui, M. (2015, August). Influence of family functioning on Hong Kong Chinese students' mental health: A comparative study between students with and without special educational needs.. The 18th ARAHE Biennial International Congress, August 3-7, Hong Kong. Fung, A. Y. L., Au, M. L., Liu, Y. T., & Sin, K. F. (2015, July). The role of teaching assistants in supporting students with special educational needs in Hong Kong. Paper presented at the 1st International Conference on Special Education, Thailand, Bangkok. Li, P. Y., Ji, M., Sin, K, F. & Lo, S.K. (2015, July). Challenges for Including Learners with Autism Spectrum Disorders in Ordinary Schools: Implications on Education Policy and Resources. The Fifteenth International Conference on Diversity in Organizations, Communities, and Nations: Affirming Diversity for Social and Educational Justice, Hong Kong, China. Liu, Y. T., Au, F. Y., Chan, M. C., Cheng, K. Y., Lam, H. K., Wong, S. C., Au, M. L., & Sin, K. F. (2015, July). Using Mediated Learning Experience (MLE) as a supporting mode for teaching assistants to empower students with special educational needs in inclusive schools of Hong Kong. Paper presented at the 1st International Conference on Special Education, Thailand, Bangkok. Sin, K. F. & Yang, L. (2015, July). Calling for effective career planning training for students with special educational needs in Hong Kong: Preliminary findings of their perceived post-school outcomes. The CUSCS Golden Jubilee Conference: Lifelong Education and Career Development, 7 July, Hong Kong. Sin, K. F. K., Yang, L., & Cheng, S. (2015, July). Developing a short form of career development self-efficacy inventory (S-CD-SEI) for students with disabilities in Hong Kong. Paper presented at The CUSCS Golden Jubilee Conference: Lifelong Education and Career Development, Hong Kong. Sin, K. F., Yang, L., Cheng, S. Y. & Lui, M. (2015, July). Parents’ attitude toward inclusive education: An integrated perspective of family functioning and SEN students’ self-determination.. The Fifteenth International Conference on Diversity in Organizations, Communities, and Nations, July 15-17, Hong Kong. Sin, K. F., Yang, L., Li, P. Y., & Lo S. K. (2015, July). To continue or not to continue education in universities: Post-school outcomes of students with special educational needs in Hong Kong.. the International Conference on Special Education 2015 (ICSE2015), July 28-31, Bangkok, Thailand. Sin, K. F., Yang, L., Li, P. Y., & Lo, S. K. (2015, July). What do we know about post-school transition outcomes of secondary students with disabilities in Hong Kong? A qualitative investigation.. The Fifteenth International Conference on Diversity in Organizations, Communities, and Nations, July 15-17, Hong Kong. Sin, K. F., & Yang, L. (2015, June). Developing a Chinese version of Learning-related Achievement Emotions Questionnaire (LAEQ).. Redesigning Pedagogy Conference, June 2-4., Singapore. Sin, K. F., Yang, L., & Cheng, S. Y. (2015, June). Disabled children’s development of social, emotional competences, and academic performance in regular classrooms: A comparative study between children and parents in Hong Kong.. Quality Childhood Conference International (QCCI), June 18-19, Hong Kong. Sin, K. F., Yang, L., Lui, M., & Kan, M. Y. (2015, June). Early childhood teachers’ confidence in identifying and supporting children with special educational needs: A large scale survey in Hong Kong.. Quality Childhood Conference International (QCCI), 2015, Hong Kong. Yang, M., Wong, G. K. W., Sin, K., Lee, T., Lam, B., & Han, C. (2015, June). The role of dialogic feedback in supporting students’ active learning in higher education. Proceedings in The American Educational Research Association (AERA) Annual Meeting, Chicago, Illinois, USA. Li, E.P.Y., Ji,R.M.X., Sin,K.K.F., & Lo, S.K. (2015, May). Holistic approach in engaging learners with autism spectrum disorder in inclusive setting: Good practice and teachers' roles. The First Asia-Pacific Conference on Inclusive Education, Taipei. Sin, K. F., & Yang, L. (2014, November). Innovative research and practice to support students with special educational needs.. The Asia Pacific Educational Research Association International Conference (APERA), November 19-21, Hong Kong. Sin, K. F., Yang, L., & Lui, M. (2014, October). Teacher preparation for identifying and intervening children at risk of developmental disorders.. The 17th United Nations Educational, Scientific and Cultural Organization (UNESCO) & Asia-Pacific Programme of Educational Innovation for Development (APEID) International Conference, 29-31 October, Bangkok,Thailand. Yang, L., & Sin, K. F. (2014, July). A cross-cultural validation of the Feedback Orientation Scale (FOS) in a vocational education setting in mainland China.. The 28th International Congress of Applied Psychology (ICAP), 8-13 July, Paris, France. Yang, M., Bryant, D., Han, C., Lam, B., Lee, T., Sin, K., and Wong, G. K. W. (2014, June). Exploring teachers’ and students’ experiences of assessment feedback in higher education. Proceedings of Global Curriculum & Instruction Network (GCIN) Conference 2014, Hong Kong. Yan, Z., & Sin, K. F. (2013, August). Understanding inclusive education from principals' views: An application of the Theory of Planned Behaviour. Taiwan Education Research Association & Pacific Rim Objective Measurement Symposium 2013 (TERA&PROMS2013), National Sun Yat-sen University, Taiwan. Forlin, C., Sin, K., & Phillipson, S. (2008, March). Education reform and teacher education for inclusion in the Asia-Pacific region. Paper presented at the 1st East Asian International Symposium on Teacher Education Research, Tokyo, Japan. Sin, K. F., Ho, F. C., & Leung, Y. W. (2006, November). The analysis of parental expectations and preferences for further education and career placement after the graduation of their children with disabilities. Paper presented at the Annual Conference of the Asia-Pacific Educational Research Association International Conference, Hong Kong. Other conference paper Sin, K. F. (2024, June). Supporting the well-being of youths, including students with SEN, in Hong Kong. Keynote presented at the General Education Talk in the Sino-US Youth Exchange Week HKUST (Guangzhou campus), Guangzhou, China. Sin, K. F. (2024, June). Supporting underprivileged students with underachievement by school-based enrichment programme. Keynote presented in the ELCHK Lutheran Academy, Hong Kong, China. 冼權鋒 (2024，6). 「AI 如何照顧學習多樣性」。專題演講於「星星SEN孩子 - AI TEACH AVATAR 分享會」，中國香港。冼權鋒 (2024，6). 「如何從校本課程協助才華未展學生」。專題演講於『運用大數據「教得精學得準」，進一步發展一站式電子學習平臺及教學資源，以照顧不同學習需要計劃』研討會，中國香港。冼權鋒 (2024，6). 「照顧多樣性讓愛發揮所長」。專題演講於「促進平等學習機會—為才華未展的基層學生製定有效的校本增潤課程計劃」成果發佈會，香港教育大學特殊需要與融教育研究所主辦，中國香港。冼權鋒 (2024，6). 「香港融合教育發展20多年回顧，面對的困難和考驗，香港的突破及未來展望」。專題演講於「成長、蛻變，2024年守望心智障礙者家長組織網絡年會」，守望心智障礙家長組織網絡及深圳市守望心智障礙者家庭關愛協會主辦。，中國廣州。 Sin, K. F. (2024, April). Supporting underprivileged students with underachievement by school-based enrichment programme. Keynote presented in the Conference of Adaptations in Education for Talent Development: A cross-cultural perspective, held at Radboud University in Nijmegen, The Netherlands. 冼權鋒 (2024，4). 「香港融合教育教師培訓」。專題演講於「家校醫社合作，2024第五屆孤獨症譜系障礙跨學科公益論壇」，中國成都新西南兒童康復醫院主辦，中國成都。冼權鋒 (2023，12). 「香港融合教育的發展及實踐」。專題演講於華南師範大學講座，中國廣州。冼權鋒 (2023，11). 「國際融合教育發展的前景及生涯規劃」。專題演講於「融合發展、家園共育」年會，中國優生優育協會特殊教育專業委員會主辦，中國廣州。冼權鋒 (2023，10). 「學校領導人員如何開展創新的特殊教育工作」。專題演講於「2023 年“國培計畫”—特殊教育學校校長示範培訓」，江蘇省特殊教育師資培訓中心主辦，中國j南京。冼權鋒 (2023，8). 「畢業出路知多少: 特教青年的持續學習需要之賽馬會特教青年學苑」。專題演講於「2023星橋系列公益講座」，中國j武漢。 Gao, F. Z., Yang, L., Sin, K. F. & Chung, Y. H. (2023, July). The assessment of career maturity of post-secondary students with special educational needs - A pilot study. Poster presented in the 15th Biennial Conference of the Asian Association of Social Psychology, Hong Kong, China. Gao, F. Z., Yang, L., Sin, K. F. & So, K. K. (2023, July). Who cares career development needs of school leavers with SEN amid COVID19 pandemic? Examining the effects of the Jockey Club Youth Academy on career-related outcomes. Paper presented in the 2023 International Conference on Open and Innovative Education (ICOIE 2023), Hong Kong, China. 冼權鋒 (2023，7). 「自閉症學生的生涯規劃與終身學習」。專題演講於「第一屆孤獨症融合教育研討會」。中國蒙台梭利協會、香港安安國際孤獨症教育基金會聯合舉辦，中國青島。 Gao, F. Z., Yang, L. & Sin, K. F. (2022, July). Understanding gifted students’ self-assessment of career adaptability in Hong Kong: A Rasch analysis of the psychometric properties of CAAS-SF. Paper presented in the 2022 Asia-Pacific Conference on Giftedness, Taiwan. Sin, K. F. & Wong, C. H. V. (2022, July). Supporting SEN students through the technology of Artificial Intelligence and Internet of Things Enhanced Online Platform. Paper presented in the seminar Artificial Intelligence in Education: Experiences and Practices, Hong Kong. 冼權鋒 (2020，9). 「支援ADHD學童」。專題演講於「跨界別共助AD/HD 學童論壇」，香港。 Sin, K. F. (2018, July). Challenges in catering for diverse learning needs. Presentation in the Gifted Education Symposium: Trends in 21st century education, organized by the Hong Kong Academcy for the Gifted Education, Hong Kong. Sin, K. F. & Luan, X. C. (2018, June). Effectiveness of singing and musical activities on up-skilling teachers and promoting inclusion in regular classrooms: Evaluation study on a pilot World Voice program in Hong Kong schools. Poster displayed in The 2nd Asia Pacific Conference on Inclusive Education, Taiwan. Wang, P & Sin, K. F. (2018, June). The study of achievement goal orientation and its relation to academic self-efficacy among junior high school students with visual or hearing impairment. Poster displayed in The 2nd Asia Pacific Conference on Inclusive Education, Taiwan. 冼權鋒 (2018，6). 「支援有特殊學習需要的青少年」。專題演講於《如何全方位支援有特殊學習需要的青少年分享會》，社會福利署屯門區青少年服務地方委員會「處理青少年問題服務實踐分享工作小組」主辦，香港。 Sin, K. F. (2018, May). Special educational needs empowerment project for pre-service teachers (SENEP). Presentation in the Conference Day of “Learning and Teaching @EdUHK Festival 2018” organized by EdUHK, Hong Kong. 冼權鋒 (2018，1). 「有特殊教育需要學生的生涯規劃: 從學校到就業的準備」。專題演講於《殘疾人士就業能力研討會 2018 》，香港展亮技能發展中心主辦，香港。 Sin, K. F. (2017, December). Diverse learning needs. Presentation in “What next for inclusive education?” A British Council Forum on Learner Diversity and Creative Teaching: Gathering Perspectives, Hong Kong. 冼權鋒、林鎮威、呂子良、蘇建群、潘頌兒 (2017，11). ｢多維向度支援融合教育發展」。專題演講於「香港教育論壇」，《世界教育研究學會會議暨香港教育研究學會國際研討會2017》，香港教育大學主辦，香港。 Sin, .K. F., Yang, L., Gao, F. Z. & Bao, H. (2017, October). Exploring the relationships between career adaptability, perceived academic competence and emotion in students with SpLD in Hong Kong. E-Poster presented in The Inclusive Education Summit 2017, Australia. Sin, K. F. (2017, September). Review of policy and support of inclusive education in Hong Kong. Guest speaker in the Professional Forum on Critical Review of Inclusive Education in Hong Kong 2017, Hong Kong. 冼權鋒 (2017，6). 支援智障學生在普通學校學習。專題演講發表於「香港唐氏綜合症協會三十周年研討會：「創新、創見、創將來」」冼權鋒 (2016，11). 「悅學計劃:校本支援的特色及成效」。論文發表於《大教育平臺論壇》，香港教育大學及香港大學教育學院主辦，教育局及團結香港基金合辦，香港。陳慧聲、冼權鋒 (2014，11). 學校策動融合教育的挑戰：一個中學統籌主任的個案報告。論文發表於「第十六屆特殊教育學會周年研討會簡報：生涯規劃面面觀」，香港。 Lo, S.K.; Li, P.Y.; Ji, M.; Lai, T.T.; Wong, W.K.; So, W. &Sin, K (2014, January). Teachers’ perspective on teaching students with autism spectrum disorders in non-English-speaking inclusive education setting. International Conference on Education, Economics and Humanities (ICEEH’2014), Kuala Lumpur (Malaysia). Au, M. L., Sin, K. F., Yan, Z., F.C. Ho & Leung, K. W. (2011, December). The knowledge transfer in enhancing the pedagogical practices in special schools. Poster presented in the “Knowledge Exchange Conference: Knowledge Transforming Society”, jointly organized by HKIEd with the other seven UGC-funded institutions, Hong Kong. Au, M. L., Sin, K. F., Yan, Z. & Leung, K. W. (2011, April). The effect of lesson study on mathematics instructions for children with severe intellectual disabilities. Poster presented in the SAALED Congress: From Inclusion to Belonging, organized by The Southern African Association for Learning and Educational Differences, South Africa. Au, M. L., Sin, K. F., Yan, Z. & Leung, K. W. (2011, April). The knowledge transfer in enhancing the pedagogical practices in special schools for students with intellectual disabilities. Poster presented in the SAALED Congress: From Inclusion to Belonging, organized by The Southern African Association for Learning and Educational Differences, South Africa. Sin, K. F. (2010, December). The empowerment of teachers with the knowledge and skills of Conductive Education in teacher education. Paper presented in the “East meets West: Adaptation and development ”, The 7th World Congress on Conductive Education, organized by The Spastics Association of Hong Kong and Peto Association, Hong Kong. Sin, K. F., & Au, M. L. (2009, May). Supporting pre-services teachers to address the needs of students with specific learning disabilities in Hong Kong schools. Paper presented at The First International Conference on Reading and Writing - "Updates on Managing Dyslexia", Hong Kong. Sin, K. F. (2008, November). Empowering teachers in addressing diverse learning needs. Paper presented at the Conference on "Teacher Education for Inclusion: Changing Paradigms and Innovative Approaches", Hong Kong. Tse, C. Y., & Sin, K. F. (2007, June). Integration: Is it really working in Hong Kong?. Paper presented at the 10th Biennial International Conference organized by the International Association of Special Education, Hong Kong. Fok, S. C., Chan, K. W., Sin, K. F. K., Ng, H. S. A., & Yeung, S. S. A. (2005, November). In-service teacher training needs in Hong Kong. Paper presented at the Annual Meeting of Australian Association for Research in Education, Australia. Sin, K. F. K. (2005, August). The development of inclusive education in Chinese Society. Paper presented at the International Special Education Conference: Inclusion: Celebrating Diversity, United Kingdom.
Creative and Literary Works, Consulting Reports and Case Studies Painting, sculpture, drawing, photograph 李曉㬢(作者)、冼權鋒(編) (2022)。《車椅子東京大步走》。李曉㬢(作者)、冼權鋒(編)，香港，中國: 香港教育大學特殊學習需要與融合教育中心。 https://julac.hosted.exlibrisgroup.com/primo-explore/search?query=any,contains,991018101958703410&vid=EDUHKFind@EdUHK Library Computer software or system 曾君蘭及冼權鋒編制 (2015)。《多元智能教學計劃 - 提升有注意力不足/過度活躍症學生的課堂參與》 (賽馬會悅學計劃光碟)。香港: 香港教育學院特殊學習需要與融合教育中心。 Consulting or contract research report 李子建、姚偉梅、冼權鋒、許景輝、石美寶、李展華、胡少偉、羅世光、江浩民等 (2019)。檢討香港中學推行生涯規劃教育的成效。香港: 教育局委託香港教育大學學術顧問團隊承辦。 Sin, K. F., Lui, M., Fung, K. Y., Yang, L., Liu, Y. T., Cheng, S. Y., Gao, F. Z., Luan, X. C., & Bao, H. (2018). A survey of the perception amongst early childhood educators on the needs related to identifying and supporting children at risk of developmental disabilities. Hong Kong: Society for the Protection of Children & Centre for Special Educational Needs and Inclusive Education (Chinese and English version). 陳韻玲、冼權鋒、楊蘭、高鳳展、程三銀 (2016)。《「有特教育需要學生的職業導向及職業發展效能感」調查報告》。香港: 循道衛理觀塘社會服務處，香港教育學院特殊學習需要與融合教育中心。孫慧敏、冼權鋒合編 (2014)。《「初小自閉症融合生所需主要社交技巧」調查報告》。香港: 香港耀能協會及香港教育學院特殊學習需要與融合教育中心。 Sin, K.F., Forlin, C., Au, M.L, Ho, F.C., Lui, M., & Yan, Z. (2012). Study on equal learning opportunities for students with disabilities under the integrated education system.. Hong Kong: Equal Opportunities Commission and Centre for Special Educational Needs and Inclusive Education, HKIEd.. 冼權鋒、吳麗如編 (2012)。《「香港中學生對自閉症人士的態度」調查報告》。香港: 香港耀能協會及香港教育學院特殊學習需要與融合教育中心。冼權鋒、呂明、晏子、何福全等 (2012)。《澳門特殊教育專項評鑑》報告。澳門: 澳門教育暨青年局、香港教育學院特殊學習需要與融合教育中心。冼權鋒編 (2012)。《視障學生在普通學校學習的困難及挑戰調查報告》。香港: 香港教育學院特殊學習需要與融合教育中心及香港盲人輔導會。冼權鋒、曹莉莉和阮紉秋編 (2009)。聽障小學生在融合教育遇到的困難及挑戰：調查報告。香港: 香港聾人福利促進會。李萍英、蕭敏康、文偉光、區美蘭及冼權鋒 (編) (2009)。《輕中智障學生整體學習成效》。香港: 禮賢會恩慈學校、優質教育基金。 Pearson, V., & Sin, K. F. (2008). Author, Report of inquiry into King George V School provision for children with special educational needs. Hong Kong: English Schools Foundation. Yiu, E., Abernethy, B., Zhou, J., & Sin, K. F. (2008). Report on the review of the centre for advancement in special education. Hong Kong: The University of Hong Kong, Faculty of Education. 徐國棟、謝宗義、余煊、冼權鋒、黃婉冰及容家駒 (2006)。《「融合教育在香港小學推行的情況」研究報告》。香港: 香港初等教育研究學會、香港特殊教育學會。許令嫻、冼權鋒及江美寶 (2006)。《探討香港視障學生在一般學校內的全人發展研究》。香港: 香港失明人協進會。
All Other Outputs Other outputs 冼權鋒、李子建、盧成皆、楊蘭和鍾燕嫻 (2022)。《認識自我創未來 : 4C個人資源評測工具》。香港: 香港教育大學特殊學習需要與融合教育中心。 https://julac.hosted.exlibrisgroup.com/primo-explore/search?query=any,contains,991018071856703410&vid=EDUHKFind@EdUHK Library Yang, L., & Sin, K. F. (2013). Pilot Study on feelings toward Class, Learning and Test: Achievement emotions of Chinese students in vocational education. Research report.. The Hong Kong Institute of Education