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Reply to stccmc
stccmc
My simple answer is yes, I will follow most of my current approach, not purely bilingual capability, I will add back another critical element - Gifted Education that I shared not much in Education Policy sub-forum, I can't see anyone can replace our roles to face those difficulties.
Background
During pregnancy, our doctor suspected our boy may have Down's syndrome. Before 2.5 years old, he couldn't speak more than single word. After diagnosis, the pediatrics professor identified him as slow learner........... He advised us some options and I started my journey to search, mix-and-match treatment and special education for my son.
During the exploration stage, I knew that gifted and slow learner educations are twins, under similar category. Around 4.5, a sister in Christ reminded us that he may not be slow learner, may be a gifted kid in numbers, logic, reasoning, memory....... He started EPGY at K3 and completed G1-4 in 13 months....... He was confirmed as gifted (IQ 130+) at 7.5 years old.
Along the line, we focused on Christian kindergarten and primary school; we expected a more caring environment for a slow learner...... DBSPD, SPCCPD are all out of our radar........
We are very lucky to have an excellent psychologist guided us through most of the process. How to understand a gifted kid? How to source programs locally and internationally to fit his potential? His hidden physical limitation, like flat feet, writing problem etc........ She introduced us to some NGOs for treatments, as he was very young, 1~2 years to solve those limitations, so that he can enjoy sports and musical instruments afterward.....
From 2.5 to 11 years old, we use Plan - Do - Check - Act to guide him through the process. (PDCA in quality management concept and methodology, I borrow that for my kid's development.) That's why some parents wondered how come a father knows his son so well.........
Bilingual Education
I support "兩文三語", but not just rely on the school. My observation is school mainly for mediocre, can't handle top and bottom 3~5% students (I understand teachers limitations: resources, classroom discipline and administrative works....). If my boy falls in anyone of the two categories, I need to do it by myself to support my son. So you may understand the rationale behind why and how I fine-tuned his language ability (Cantonese, English, and PTH) from time to time by using external resources, also using PDCA.
Now, DSS provides more options for parents, most of them are good schools. Not great, because of sound concept or vision, no or limited track records in academic and ECA....... (Personally, I prefer blue chips and not conceptual stocks ......)
He studies in an elite DSS school, that's not my choice, but his choice. He struggled, survived, mature, excel..... I am not sure it's by luck or heritage, the school has their own way to nurture great kids, that's I am not fully understand. (Some picky parents may argue one or two boys committed minor crimes before ……)
When we talked about LS, they provided assembly on a weekly basis, they invited public figures or influential people to make speeches on wide range of topics, politics, public administration, education, religions, current affairs ...... they can ask tough questions, challenge the guests........ Even political incorrect to invite Uncle Wah for speech before June Fourth 20th anniversary in 2009......
stccmc, sorry, I can't answer your question precisely and may be side track too much. But your question reminds me that I may make a right choice to be a responsible father and partnership with my dear wife to walk through a tough but rewarding journey together.
ANChan59
[ 本帖最後由 ANChan59 於 11-6-23 13:26 編輯 ] |
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發表於 11-6-22 15:30
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