Special Educational Needs (SEN) Support in Hong Kong: An Overview

How do Hong Kong schools support students with special educational needs (SEN)? This guide covers the EDB's nine SEN categories, integrated education and the Whole School Approach, the 3-Tier support model and IEPs, and the role of the Learning Support Grant and SENCO.

Last updated: 4 June 2026

If you suspect — or already know — your child has special educational needs (SEN), understanding Hong Kong's school support system helps with both choosing a school and talking to it. This is the big picture; for pre-school identification and choosing a school, see Early identification and Integrated education vs special schools.

The EDB's nine SEN categories

In ordinary schools, the EDB recognises nine categories:

Intellectual Developmental Disorder
Autism Spectrum Disorder (ASD)
Attention Deficit / Hyperactivity Disorder (ADHD)
Mental Illness
Specific Learning Difficulties (SpLD — e.g. dyslexia; with normal intelligence)
Physical Disability
Visual Impairment
Hearing Impairment
Speech and Language Impairment

Integrated education and the Whole School Approach

Hong Kong's mainstream policy is integrated education — SEN students learn in ordinary schools under the Whole School Approach, built on five principles: early identification, early intervention, whole-school participation, home-school co-operation and cross-sector collaboration. Each school sets up a Student Support Team to coordinate.

The 3-tier support model

Tier	For	Support
Tier 1	Students with mild or transient difficulties	Quality classroom teaching, in-class adaptation
Tier 2	Students with persistent difficulties	Add-on small-group or pull-out support, remedial help
Tier 3	Students with severe, persistent needs	Intensive individual support, with an Individual Education Plan (IEP)

Resources and staff: the grant and the SENCO

Learning Support Grant (LSG): the EDB funds schools by their number of SEN students and tier of support, to hire staff and buy services (since 2003/04, extended to all public-sector ordinary primary and secondary schools from 2019/20).
Special Educational Needs Coordinator (SENCO): leads the Student Support Team and drives the Whole School Approach; every public-sector ordinary school now has one.

What parents can do

Watch for persistent difficulties in learning, attention, social skills or emotions, and raise them with the school early.
Talk to the school's SENCO or class teacher about the support available.
If there's no formal assessment yet, see the assessment routes in Early identification.
When choosing a school, ask about its SEN support — see Integrated education vs special schools.

Hong Kong's SEN support is led by integration in ordinary schools, with special schools as a complement. Early identification and proactive partnership with the school are the keys to helping a child with SEN. Source: Education Bureau (EDB).

Frequently asked questions

How many SEN categories does Hong Kong recognise?

In ordinary schools the EDB recognises nine categories of special educational needs: intellectual developmental disorder, autism spectrum disorder, attention deficit/hyperactivity disorder, mental illness, specific learning difficulties, physical disability, visual impairment, hearing impairment, and speech and language impairment.

Does a child with SEN have to attend a special school?

No. Most SEN students attend ordinary schools through 'integrated education', with tiered support; only more severe cases — after professional assessment and with parental consent — are considered for a special school.

What is the '3-tier support' model?

It's how ordinary schools support SEN: Tier 1 is quality classroom teaching for the whole class; Tier 2 is add-on small-group or pull-out support; Tier 3 is intensive individual support for severe, persistent needs, with an Individual Education Plan (IEP).

This guide is for reference only. Policies, points and dates can change each year — always confirm against the latest EDB and individual school announcements.

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