Ho Fuk Chuen
Official Title: Adjunct Associate Professor (Visiting Academic)
Faculty: 教育學院
Short Bio
Fuk-chuen Ho, PhD, has been the programme coordinator of courses for teachers of students with special educational needs for more than 20 years. He was assistant professor in the Department of Special Education and Counselling at the Education University of Hong Kong and associate professor in the School of Arts and Humanities at Tung Wah College. He has been teaching in the areas of special/inclusive education in the university for over 30 years and has extensive experiences in managing teacher education programmes. His scholarly work has largely contributed to students with dyslexia and autism spectrum disorder and to their teachers. His research has been published in quality academic journals, including Journal of Autism and Developmental Disorders, Teacher and Teaching Education, Reading and Writing: An Interdisciplinary Journal, Educational Psychology, British Journal of Special Education and Journal of Learning Disabilities.
Publications
Journal Publications
· Yum, Y.N., Lau, W.K.W., Poon, K., & Ho, F.C. (2020). Music therapy as social skill intervention for children with comorbid ASD and ID: study protocol for a randomized controlled trial. BMC Pediatrics (online first).
· Ho, F. C., Lam, C. S. C., & Lo, S. K. (2020). Differences between Students with Comorbid Intellectual Disability and Autism Spectrum Disorder and Those with Intellectual Disability Alone in the Recognition of and Reaction to Emotions. Journal of Autism and Developmental Disorders (online first).
· Ho, F.C., Lam, C.S.C., Sam, S.K.L., & Arthur-Kelly, M. (2018). Implementation science and collaborative modes of professional development and learning for teachers of students with autism spectrum disorder (ASD): Synergies and outcomes in Hong Kong educators. Support for Learning, 33, 142-164.
· Chao, C.N.G., Chow, W.S.E., Forlin, C., & Ho, F.C. (2017). Improving teachers’ self-efficacy in applying teaching and learning strategies and classroom management to students with special education needs in Hong Kong. Teaching and Teacher Education, 66, 360-369.
· Arthur-Kelly, M., Farrell, G., De Bortoli, T., Lyons, G., Hinchey, F., Ho, F.C., Opartkiattikul, W., Baker, F., & Fairfax, W. (2016). The Reported Effects of a Systematic Professional Learning Program on the Knowledge, Skills, and Concerns of Australian Early Childhood Educators who Support Young Children Displaying or at Risk of Challenging Behaviours. International Journal of Disability, Development and Education, 64, 131-149.
· Wang, Z., Wong, R. K. S., Wong, P. Y. H., Ho, F. C., & Cheng, D. P. W (2016). Play and theory of mind in early childhood: A Hong Kong perspective. Early Child Development and Care, online, 1-14.
· Chao, C. N. Grace, Forlin, C., & Ho, F.C. (2016). Improving teaching self-efficacy for teachers in inclusive classrooms in Hong Kong. International Journal of Inclusive Education, 20, 1142-1154.
· Siu, A., Yan, Z., Ho, F. C. (2016). Attributional style, positive illusory bias, and self-concept of children with and without attention deficit hyperactivity disorder. Asian Journal of Inclusive Education, 4, 4-24.
· Ho, F. C. & Siegel, L. (2016). A study of the relationships among Chinese multi-character words, sub-types of readers and instructional methods. Journal of Learning Disabilities, 49, 97-110.
· Tsang, V., Sam, K. L. S., Wong, W. K., Cheng, L., 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, 44-76
· Sam, K. L., Ho, F. C. & Lam, S. C. (2015). Perception of Teachers towards Inclusive Education (PTIE): An Investigation on Scale Construct and Item Calibration. International Journal of Culture and History, 1, 54-62.
· 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。
· 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.
· Ho, F. C., & Yan, Z. (2014). Identification of the patterns of Chinese character recognition in students with learning disabilities requiring Tier-2 support: a Rasch analysis. Educational Psychology, 34, 305-322.
· Ho, F. C., & Arthur-Kelly, M. (2013). An evaluation of the collaborative mode of professional development for teachers in special schools in Hong Kong. British Journal of Special Education, 40, 22-32
· 冼權鋒、呂明、晏子、何福全、區美蘭和霍艾蓮（2013）：「融合教育制度下殘疾學生的平等學習機會研究」的啟示，《香港特殊教育論壇》，15，頁106-110。
· Ho, F.C. & Siegel, L. (2012). Identification of sub-types of students with learning disabilities in reading and its implications for Chinese word recognition and instructional methods in Hong Kong primary schools. Reading and Writing: An Interdisciplinary Journal, 25, 1547-1571.
· Ho, F. C., & Au-Mansukhani, R. H. L. (2010). A collaborative mode of professional development for teachers of special schools in Hong Kong. Hong Kong Special Education Forum, 12, 37-48.
· Ho, F.C. (2004). Reading patterns of children with learning difficulties in Hong Kong. Hong Kong Special Education Forum, 7, 34-46.
Book Chapters
· Ho, F.C., Lam, C.S.C, & Arthur-Kelly, M. (Eds.) (June 2022): Promoting Collaborative Learning Cultures to Help Teachers Support Students with Autism Spectrum Disorder. Singapore: Springer.
· Ho, F.C. (June 2022). Contextualising teacher education for children with autism spectrum disorder in Hong Kong in F. C. Ho, C.S.C. Lam, & M. Arthur-Kelly (Eds.) (June 2022): Promoting Collaborative Learning Cultures to Help Teachers Support Students with Autism Spectrum Disorder. Singapore: Springer.
· Ho, F.C. (June 2022). Collaborative modes of professional development for teachers of students with ASD in F. C. Ho, C.S.C. Lam, & M. Arthur-Kelly (Eds.) (June 2022): Promoting Collaborative Learning Cultures to Help Teachers Support Students with Autism Spectrum Disorder. Singapore: Springer.
· Lai, S. Y. & F.C. Ho (June 2022). Teaching students with autism spectrum disorder social skills through a home-centre collaborative computer programme in F. C. Ho, C.S.C. Lam, & M. Arthur-Kelly (Eds.) (June 2022): Promoting Collaborative Learning Cultures to Help Teachers Support Students with Autism Spectrum Disorder. Singapore: Springer.
· Ho, F.C. & Lam, C.S.C. (2020). Inclusive and special education in urban settings. In U. Sharma (Ed.), Encyclopedia of Inclusive and Special Education. UK: Oxford University Press.
· Ho, F.C. (Ed.) (2019). Questioning strategies in reading. Hong Kong: The Education University of Hong Kong and the Quality Education Fund. (in Chinese)
· Ho, F.C. (Ed.) (2019). Learning picture writing through integration of e-learning tools. Hong Kong: The Education University of Hong Kong and the Quality Education Fund.
· Ho, F. C. & Lam, C. S. C. (2016). Instructional methods for teaching sub-types of students with reading disabilities Chinese Words. In R. Parsons (Ed.), Learning Disabilities: Assessment, Management and Challenges. NY: NOVA.
· Lam, C. S.C. & Ho, F.C. (2016). How a short in-service teachers' professional development course provides hands-on experience and knowledge of individualized education planning and students with autism. In T. Norton, (Ed.), Professional Development: Recent Advances and Future Directions. NY: NOVA.
· Ho. F. C. (2012). Professional development for teachers of students with autism spectrum disorders in Hong Kong. In C. Forlin (Ed.), Future directions for inclusive teacher education: An international perspective (pp.151-159). New York: Routledge.
· Chu, S. S. W., Chung, K. K. H., & Ho, F. C. (2011). Ka-ho, a case study of dyslexia in China. In P. L., Anderson & R. Meier- Hedde (Eds.), International Case Studies of Dyslexia (pp 46-64). New York: Routledge.
· Ho, F.C. (2007). Including students with learning disabilities. In S.N. Phillipson (Ed.), Learning Diversity in the Chinese Classroom: Contexts and Practice for Students with Special Needs (pp 359-395). Hong Kong: Hong Kong University Press.
· Hui, L.H., Sin, K.F., Ho, F.C., & Chan, H.K. (2004). Partnership in Staff Development: A School-Institute Project in Shanghai and Hong Kong. In J.C.K. Lee, Lo, L.N.K., & A. Walker (Eds.), Partnership and Change: Toward School Development. (pp 239-254). Hong Kong: The Chinese University Press.
Reports
· Sin, K. F., Forlin, C., Ho, F. C., Au, M. L., & Yan, Z. (2011). Study on Equal Learning Opportunities for Students with Disabilities under the Integrated Education System. Hong Kong: EOC.
Teaching Packages
· Ho, F. C. (2015). Thematic Network on support for diverse learning needs (reading and writing) in junior secondary schools. Hong Kong: The Hong Kong Institute of Education and the Quality Education Fund. (in Chinese)
· Ho, F. C. (2015). Theory of Mind IV: Teaching children with autism spectrum disorders emotions. Hong Kong: The Hong Kong Institute of Education and the Quality Education Fund. (in Chinese)
· Ho, F. C. (2012). Theory of mind III: Teaching children with autism spectrum disorders emotions. Hong Kong: The Hong Kong Institute of Education and the Quality Education Fund. (in Chinese)
· Ho, F. C. (2012). QEF Thematic Networking - Serving students with dyslexia: Reading and writing strategies IV. Hong Kong: QEF and HKIEd. (in Chinese)
· Ho, F. C. (2010). QEF Thematic Networking - Serving students with dyslexia: Reading and writing strategies III. Hong Kong: QEF and HKIEd. (in Chinese)
· Ho, F. C. (2010). QEF Thematic Networking - Serving students with dyslexia: Reading and writing strategies II. Hong Kong: QEF and HKIEd. (in Chinese)
· Ho, F. C. (2009). Theory of mind II: Teaching children with autism spectrum disorders emotions. Hong Kong: The Hong Kong Institute of Education and the Education Bureau. (in Chinese)
· Ho, F. C. (2008). QEF Thematic Networking - Serving students with dyslexia: Reading and writing strategies I. Hong Kong: QEF and HKIEd. (in Chinese)
· Ho, F. C. (2003). Theory of mind I: Teaching children with autism spectrum disorders emotions. Hong Kong: The Hong Kong Institute of Education and the Quality Education Fund. (in Chinese)
· Ho, F. C. (2003). Recognising and Teaching Students with Dyslexia. Hong Kong: QEF and HKIEd. (in Chinese)
Video
· Ho, F.C., Lam. C.S.C., Chiu, R.T.L., & Chan, G. W.C. (2018). A Teaching Package for Children with Autism Spectrum Disorder in Hong Kong. UK: SAGE Publishing. (Video)
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