Project Team

Chief Investigator

Dr. Man-tak Leung, Associate Professor, Hong Kong Polytechnic University


Team Leaders

Dr. Shirley Leung, Paediatrician, The University of Hong Kong
Dr. Cynthia Leung, Professor & Educational Psychologist, Mitchell Institute, Victoria University

Dr. Bonnie Yim, Associate Professor, Deakin University 


Team Members

Mrs Winnie Yeung, Director of Quality Accreditation and Projessional Coaching Scheme, PECERA-HK

Professor Marjory Ebbeck, Emeritus Professor of Early Childhood Education, University of South Australia

Dr. Jacqueline Au Yeung, Physiotherapist, Hong Kong Polytechnic University

Dr. Johnny Lam, Occupational Therapist, Hong Kong Polytechnic University

Dr. Kong Yam, Social Worker, Hong Kong Polytechnic University

Ms Lourdes Lam, Educational Psychologist, Hong Kong Polytechnic University

Ms Nancy Ting, Senior Lecturer, The Yew Chung College of Early Childhood Education

Organized by 
Funded by
Supported by (By alphabetical order)
Project Partners (By alphabetical order)
Project Overview 

Project Period 計劃期
June 2021 – January 2023 


Our Vision

Provision of a comprehensive, integrated and flexible system to support children’s learning 

Optimizing learning and teaching for all children


Our Programme

To establish a best practice model of the “Inclusive Quality (IQ) Preschool”, which integrates OPRS and tier 1 service, with top up Preschool Learning Support professional team’s manpower (OT, PT, ST, SCCW, social worker) and the provision of school-based professional support.

Through the close collaboration and exchange with various partners, early childhood teachers become more competent in catering for learner’s diversity to promote effective learning.


3 Key Project Components 

  • Capacity building for early childhood teachers and the Preschool Learning Support (PLeaSS) team in terms of theories, evidence-based strategies and soft skills (e.g. teamwork, communication) that enable effective inter-disciplinary collaboration.
  • Implementation of guiding principles to deliver child-friendly curriculum to cater for learner’s diversity.
  • Evaluation and documentation of the project to identify issues, solve problems, and continuously improve the project’s implementation.
Response to Intervention (RTI) Approach

Response to Intervention (RTI) Approach is based on the modern learning theory that instruction activities should be based on knowledge of students’ successes or failures on tasks taught. It integrates assessment and intervention within a multi-tier system to maximize student learning and to reduce behavioural problems (Hempenstall, 2012).
This tiered approach allows the intensity of support services to vary accodring to the child’s needs, enabling efiicient use of resources (National Center for Learning Disabilities, 2017). 

Collaborative Consultation to Children’s Classrooms (CC2CC)

The nutshell of Collaborative Consultation to Children’s Classrooms (CC2CC) is that children with development disabilities should be given plenty of opportunities and experiences through daily routines and regular activities in their natural environment, to facilitate their acquisition of functional skills which enable them to participate fully in their daily lives.
For children aged under 5 years, their natural environment includes the preschool settings in addition to their home environments.