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Supporting students with ASD: An overview of the 3-tier support system and the roles and responsibilities of key stakeholders
Author(s)
Date Issued
2026
Publisher
Routledge
ISBN
9781032888958
Citation
In Hue, M. T. (ed.) (2026). Management and leadership for diversity and inclusion in Hong Kong schools: Bridging theory and practice (pp. 175-193). Routledge.
Type
Book Chapter
Abstract
This practical guide provides an overview of strategies and techniques to support children with autism spectrum disorder (ASD) in integrated education settings, focusing on the Hong Kong context. Recognising the unique challenges faced by children with ASD—such as social communication deficits, restricted and repetitive behaviours, and emotional difficulties—the chapter outlines the neurobiological underpinnings of these symptoms, including dysfunctions in the mirror neuron system, amygdala, and basal ganglia. It emphasises the importance of understanding these challenges to foster empathy and implement effective interventions.
The chapter incorporates the 3-tier support model recommended by the Hong Kong Education Bureau and the three types of interventions: preventive, supportive, and corrective strategies (Leach & Duffy, 2009). Preventive strategies focus on creating structured and ASD-friendly environments. Supportive strategies target skill-building and small-group interventions. Corrective strategies involve intensive, individualised therapy to address severe challenges. The roles and responsibilities of school personnel, including the principal, Special Educational Needs Coordinators (SENCO), teachers, and therapists, are explored to highlight their contributions to a whole-school approach.
Through case studies of James and Joshua, practical applications of these strategies are demonstrated, emphasising the need for collaboration among educators, parents, and specialists to create inclusive and supportive learning environments for children with ASD.
The chapter incorporates the 3-tier support model recommended by the Hong Kong Education Bureau and the three types of interventions: preventive, supportive, and corrective strategies (Leach & Duffy, 2009). Preventive strategies focus on creating structured and ASD-friendly environments. Supportive strategies target skill-building and small-group interventions. Corrective strategies involve intensive, individualised therapy to address severe challenges. The roles and responsibilities of school personnel, including the principal, Special Educational Needs Coordinators (SENCO), teachers, and therapists, are explored to highlight their contributions to a whole-school approach.
Through case studies of James and Joshua, practical applications of these strategies are demonstrated, emphasising the need for collaboration among educators, parents, and specialists to create inclusive and supportive learning environments for children with ASD.
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