Multi-disciplinary Collaboration Supporting Young Children’s Integration into Kindergarten

When Rui Xuan entered Kindergarten N class last year, he experienced considerable challenges in adapting to the school environment. He displayed noticeable social withdrawal and had limited verbal expression, often responding with sounds only. Upon referral by the school, Rui Xuan received on-site rehabilitation services provided by our Preschool Support Service Team. An interdisciplinary team, comprising special child care worker, a speech therapist, and a social worker, conducted comprehensive assessment and formulated an intervention plan together
with the school and parents. With activities such as picture-card recognition, comprehension of simple instructions, emotion identification and daily skills learning, the plan is aimed to enhance Rui Xuan 's communication, understanding, and emotional regulation skills in a stress-free environment.
During each session, the teacher meticulously observed Rui Xuan and adjusted strategies based on his state. After training, the team maintained close communication with his parents, offering practical advice to extend the learning into daily life. In just three months, Rui Xuan progressed from dodging classes to sitting properly and participating in activities. Instead of just making sounds to express his emotions, he can now point to picture cards to state his needs. He went from not understanding instructions to packing up toys and waiting in line, and even spoke a clear "Thank you" to his teacher for the very first time. His emotions have become more stable, and his sense of security has grown significantly.
Deeply moved, Rui Xuan 's parents expressed their profound gratitude for the service team's professionalism and patient companionship. They particularly appreciated Teacher Chow's approach of respecting the child's own pace, as well as her practical home-based suggestions, which empowered them to effectively support their child at home.
This case demonstrated the practical effectiveness of interdisciplinary service delivery and strong home–school collaboration in supporting the development and school integration of young children with special educational needs.
(This content has been authorized for publication by the service user.)