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Shu Man Yau, Tung Wah Group of Hospitals Tsui Tsin Tong School, Hong KongAbstract
This study examines the effectiveness of the Learning Progression Framework (LPF) in Hong Kong as an assessment tool for evaluating the academic performance of students with intellectual disabilities. The LPF enables teachers to better understand student performance and strategically enhance curriculum planning, teaching, and learning, thereby improving the learning-teaching-assessment cycle. Given that students with intellectual disabilities may struggle with written tests, formative assessments are typically employed to gauge their abilities. However, formative assessments pose challenges, including subjectivity and consistency in evaluation. Developed by the Education Bureau (EDB) in 2007, the LPF aligns with high school curricula for these students and provides a common assessment framework to facilitate learning progress and inform future learning objectives. Despite its long-term implementation, there has been limited research on the impact of LPF on student learning, particularly in optimizing curricula and addressing learning differences. This research involved 170 students with mild to moderate intellectual disabilities at TWGHs Tsui Tsin Tong School from 2021 to 2025. Results indicate significant improvements in students’ academic performance following the implementation of LPF. Future studies could expand on these findings to explore how special schools can further enhance curriculum planning and academic outcomes through LPF. The findings contribute to a deeper understanding of how structured frameworks like LPF can facilitate better educational practices in special education, paving the way for improved academic achievements. This paper aims to provide valuable insights for educators, policymakers, and researchers interested in enhancing the educational landscape for students in special schools.
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Conference: ACE2025Stream: Education & Difference: Gifted Education
This paper is part of the ACE2025 Conference Proceedings (View)
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To cite this article:
Yau S. (2026) Enhancing Curriculum Planning and Student Academic Performance in Special Schools Through Learning Progression Framework (LPF) ISSN: 2186-5892 – The Asian Conference on Education 2025: Official Conference Proceedings (pp. 313-324) https://doi.org/10.22492/issn.2186-5892.2026.25
To link to this article: https://doi.org/10.22492/issn.2186-5892.2026.25
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