Enhancing Communication Skills of Youth with Special Educational Needs Through Experiential Learning: A Pilot Study in Hong Kong

Enhancing Communication Skills of Youth with Special Educational Needs Through Experiential Learning: A Pilot Study in Hong Kong | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Enhancing Communication Skills of Youth with Special Educational Needs Through Experiential Learning: A Pilot Study in Hong Kong Shengzhe YANG This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6376217/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Youth with special educational needs (SEN) in Hong Kong often face communication challenges that hinder social integration and emotional well-being, exacerbated by limited educational resources and cultural stigma. This exploratory study investigates the efficacy of Experiential Learning Theory (ELT) in enhancing communication skills among SEN youth through interactive workshops. Two 2-hour workshops were conducted with eight SEN participants aged 16–23 from special education institutions in Hong Kong, focusing on emotional and conflict management. A mixed-method approach, involving pre- and post-workshop questionnaires and participant observation, assessed changes in communication methods and skills. Findings revealed significant improvements: 87.5% of participants reported enhanced communication awareness, 75% adopted diverse methods (e.g., non-verbal cues), and 100% noted better emotional understanding. Additionally, 87.5% preferred ELT over traditional teaching, highlighting its practical value. This study underscores ELT’s potential as a low-cost, scalable pedagogy for SEN education in resource-scarce settings like Hong Kong, contributing to inclusive education discourse in the Asia-Pacific region. Future research should explore longitudinal impacts and digital enhancements to broaden ELT’s application for SEN populations. Experiential Learning Theory special educational needs communication skills inclusive education Figures Figure 1 Introduction In the Asia-Pacific region, youth with special educational needs (SEN) encounter significant educational challenges, including limited resources, cultural stigma, and a lack of tailored interventions (Sin et al., 2015 ). In Hong Kong, these issues are particularly pronounced, with SEN families facing heightened parenting stress and social exclusion due to self-stigma and insufficient support systems (Mak & Kwok, 2010 ). The city’s education system, despite efforts toward inclusion, often struggles to meet the diverse needs of SEN students, particularly in addressing communication deficits that hinder social integration, emotional well-being, and self-identity development (Heiman, 2002 ; Mitter et al., 2019 ). Traditional classroom-based approaches, while foundational, frequently fall short in fostering practical communication skills that extend beyond academic settings, leaving a critical gap in supporting SEN youth’s holistic development (Yang et al., 2015). Experiential Learning Theory (ELT), developed by Kolb ( 1984 ), offers a promising alternative by emphasizing learning through a four-stage cycle: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Unlike conventional pedagogies that prioritize cognitive mastery, ELT integrates subjective experiences, enabling learners to reshape behaviors, skills, and mindsets holistically (McCarthy, 2010 ). This approach may be particularly effective for SEN students, as it aligns with their need to develop social and emotional competencies, which are key predictors of positive adaptation (Brinthaupt & Scheier, 2021 ). However, despite its widespread application in mainstream education, ELT’s use with SEN populations, especially in Asian contexts, remains underexplored, leaving a significant gap in understanding its efficacy for addressing communication challenges (Buchert, 2014 ). This gap is particularly relevant in Hong Kong, where cultural factors, such as the emphasis on academic performance, often exacerbate self-stigma among SEN youth, further complicating their social and emotional growth (Ye et al., 2021 ). This study investigates how ELT-based workshops can enhance communication skills among SEN youth in Hong Kong, with a focus on improving their social and emotional competencies. Hong Kong’s SEN education system faces systemic challenges, including a shortage of trained professionals and limited funding for inclusive programs. Hong Kong’s SEN education system faces systemic challenges, including a shortage of trained professionals and limited funding for inclusive programs. Despite initiatives like the SENSE platform launched by the Education Bureau in 2021 to support SEN students, resource constraints persist, leaving many SEN youth without adequate support for communication development (Education Bureau, 2021 ). This scarcity is compounded by cultural attitudes, where academic achievement is prioritized over social-emotional growth, often leading to marginalization of SEN students in mainstream settings, as traditional Chinese values emphasize academic success over holistic development (Yuen et al., 2022 ). ELT’s emphasis on experiential, learner-centered activities offers a theoretical advantage, as it aligns with Bandura’s ( 1977 ) social learning theory, which posits that individuals learn best through observation, modeling, and direct experience—key mechanisms for SEN youth to build social skills. This study not only fills a gap in the application of ELT within Asian SEN contexts but also provides a replicable model for educators in similar resource-constrained environments. By focusing on communication skills, the research addresses a critical determinant of SEN youth’s quality of life, contributing to both academic discourse and practical policy development in the Asia-Pacific region. Workshop Design Through a small-scale intervention involving eight participants from local SEN schools, the research explores ELT’s potential to mitigate self-stigma and foster self-identity through interactive, practice-oriented activities. Set against Hong Kong’s resource-constrained SEN education landscape, where only limited support is available (Charitable Choice, 2019), this study contributes to the growing discourse on innovative pedagogies in the Asia-Pacific region. Beyond its exploratory findings, the study provides practical insights for educators, policymakers, and community stakeholders seeking cost-effective, scalable strategies to support SEN students’ development. The following sections detail the theoretical framework, workshop design, data analysis, reflections, and actionable recommendations for integrating ELT into Hong Kong’s inclusive education framework. Theoretical Foundation: Experiential Learning Theory The workshops were designed based on Experiential Learning Theory (ELT), which outlines a cyclical process of learning through four stages: concrete experience (CE), reflective observation (RO), abstract conceptualization (AC), and active experimentation (AE) (Kolb, 1984). Figure [1] 1 illustrates this cycle and its associated learning styles, which informed the intervention’s structure. ELT is particularly suitable for SEN youth, who often struggle to translate theoretical knowledge into practical skills due to social withdrawal or self-stigma (Corrigan & Watson, 2002). By integrating hands-on activities with structured reflection, ELT addresses these barriers, fostering communication competencies through experiential engagement. ELT provides a framework to enhance social and emotional skills, aligning with participants’ developmental needs. Each stage of the ELT cycle was operationalized in the workshops: CE through interactive activities, RO via peer feedback, AC by discussing communication principles, and AE through practiced application in varied scenarios. Research Method and Workshop Framework This exploratory study adopted an action-based methodology inspired by Tomasulo’s (1998) Interactive-Behavioral Model, which integrates role-playing and group dynamics to facilitate skill development. Building on Tse’s (2017) application of action methods for self-reflection, two workshops were conducted for SEN youth aged 16–23 from special education institutions in Hong Kong. Each workshop lasted approximately 2 hours and utilized structured yet flexible activities aligned with Experiential Learning Theory’s (ELT) four-stage cycle to enhance communication skills. Eight participants with ASD (n=6) and Downs (n=2) were recruited via convenience sampling, ensuring a small, manageable group size conducive to in-depth interaction and observation. This research was approved by the Ethics Committee, with informed consent obtained from participants or their legal guardians, and all data were anonymized to protect participant privacy. To ensure clarity and minimize misunderstandings regarding consent and participation, a 1-hour pre-workshop session was organized before the main workshops. This session introduced the upcoming workshops’ objectives, themes (Emotional Management and Conflict Management), and facilitators, fostering initial rapport-building between facilitators and participants. During this pre-workshop, participants were also provided with the pre-questionnaire to complete, which served as a baseline for evaluating the workshops’ effectiveness by comparing pre- and post-intervention responses. The intervention targeted five key objectives: (a) enhancing self-awareness, (b) improving emotional and social competencies, (c) fostering positive relationship-building, (d) promoting the understanding of diverse communication methods, and (e) practicing effective group communication. Core Workshop Activities The workshops were structured around two thematic foci—Emotional Management and Conflict Management—to address both intrapersonal and interpersonal dimensions of communication. Activities were deliberately experiential, leveraging role-plays, games, and peer interactions to maximize engagement and practical learning. The design prioritized low-cost implementation, using basic props like digital resources and the Zoom platform, making it replicable in resource-scarce settings such as Hong Kong public schools. Emotional Management Workshop Emoji Mood Sharing : Participants were given a set of emoji cards (e.g., smiley, sad, angry faces) and asked to select one that reflected their current emotional state. Facilitators then led a 15-minute discussion, encouraging participants to share their choice verbally (e.g., “I feel happy”) or through gestures (e.g., pointing to a smiley face). For instance, one participant, initially hesitant, chose a “nervous” emoji and used hand gestures to convey anxiety, prompting peers to respond with supportive nods. This activity targeted CE by immersing participants in emotional expression and RO through peer reflection, as they discussed why they felt a certain way. The activity aimed to help participants recognize their emotions, express personal feelings, and become sensitive to others’ emotions.To further enhance engagement, facilitators used Zoom’s breakout room feature to pair participants for one-on-one sharing, allowing shy individuals to practice emotional expression in a less intimidating setting. For example, Participant C, who initially struggled with verbal articulation due to anxiety, shared, “I feel nervous because I don’t know everyone,” in a paired session, later reporting increased comfort in the larger group setting. This step-by-step approach, moving from paired to group sharing, scaffolded participants’ emotional expression, aligning with Vygotsky’s (1978) zone of proximal development, where learners progress with guided support. The activity also incorporated real-time digital polls, asking participants to vote on common emotions (e.g., “Which emotion do you feel most today?”), fostering a sense of shared experience and encouraging quieter participants to engage non-verbally before transitioning to verbal contributions. Conflict Management Workshop Role-Play Scenarios : Participants engaged in a 25-minute role-play session, enacting everyday conflicts such as a disagreement over a group task (e.g., “I want to draw, but you want to write”). They experimented with five conflict styles—accommodating, cooperating, collaborating, competing, and avoiding (Thomas & Kilmann, 1974). For example, one participant, playing a “collaborator,” suggested a compromise (“Let’s draw first, then write”), while another adopted a “competing” style, insisting on their preference. Facilitators guided the process, ensuring each participant rotated roles, embodying CE through active engagement and AE by applying conflict strategies in real-time scenarios. This activity aimed to help participants accept conflicts, understand conflict mechanisms, and adopt flexible styles. Peer Feedback Session : At the end of each session, a 15-minute feedback session allowed participants to reflect on their approaches (RO) and discuss effective strategies (AC). For instance, one participant noted, “I learned that working together is better than arguing,” demonstrating growth in conflict resolution. Facilitators recorded these reflections, noting increased willingness to collaborate among 75% of participants, aligning with help participants accept conflicts, understand conflict mechanisms, and adopt flexible styles. The activities required minimal resources, making them highly replicable in Hong Kong’s SEN schools, where budgets are often limited. Facilitators observed that the interactive format encouraged even the most reserved participants to engage, with one stating, “I felt safe to talk here,” highlighting the workshops’ ability to create a supportive environment for communication practice. Data Collection Methods Data were gathered using a mixed-method approach to capture both quantitative shifts and qualitative insights. Pre- and post-workshop questionnaires assessed participants’ self-reported communication skills and self-concept, using Likert-scale items (e.g., “I can listen to others effectively,” rated from 1 = Strongly Disagree to 5 = Strongly Agree) and open-ended prompts (e.g., “How do you feel about expressing yourself?”). Additionally, five facilitators (including three facilitators and two social workers) conducted participant observation, recording verbal and non-verbal behaviors (e.g., frequency of sharing, nodding, eye contact) during activities. Observations were cross-verified through discussion between facilitators to minimize bias, providing real-time insights into engagement and skill application. For example, one facilitator noted a participant’s transition from minimal interaction to active sharing during the Storytelling Circle, indicating progress in communication confidence. Rationale and Expected Outcomes The workshop design prioritized active participation over passive instruction, reflecting ELT’s premise that learning emerges from doing and reflecting (Kolb, 1984). By embedding communication practice within a supportive, interactive setting, the intervention sought to reduce self-stigma and build confidence—critical for SEN youth in Hong Kong, where cultural pressures often amplify social isolation (Mak & Kwok, 2010). Expected outcomes included an increased willingness to use diverse communication methods, enhanced listening and responding skills, and improved emotional regulation, laying the groundwork for broader social integration. The workshops also aimed to uncover participants’ strengths (e.g., creative expression through storytelling), providing a foundation for personalized support strategies. Additionally, the workshops aimed to empower SEN youth to advocate for themselves in social settings, a critical skill for reducing dependency on caregivers and fostering independence, as emphasized by Erikson’s (1968) theory of psychosocial development, particularly the stage of identity versus role confusion prevalent among adolescents. Data Analysis Participant Engagement and Background The workshops involved eight SEN youth aged 16-23 (M = 19.25, SD = 2.76), with a gender distribution of 62.5% male (n = 5) and 37.5% female (n = 3), and education levels ranging from Form 4 (12.5%, n = 1), Form 5 (25%, n = 2), Form 6 (25%, n = 2), to post-Form 6 (37.5%, n = 3). Pre-workshop surveys revealed significant communication challenges: 87.5% (n = 7) reported lacking communication skills, 37.5% (n = 3) felt deficient in communication knowledge, and 50% (n = 4) were uncertain about their knowledge gaps. Interpersonal relationships were rated as suboptimal, with only 37.5% (n = 3) reporting “good” connections and 50% (n = 4) rating them as “neutral.” Observations during the workshops indicated high engagement, with 62.5% (n = 5) rated as “very involved” and 25% (n = 2) as “somewhat involved,” based on active participation metrics such as frequency of verbal contributions and non-verbal cues like nodding or smiling. For example, one participant, initially silent, began sharing during the Emoji Mood Sharing activity, suggesting that the experiential format resonated with participants despite their initial self-reported deficits. Changes in Communication Methods and Elements Pre-workshop data revealed a clear preference among participants for verbal communication, with 50% (n = 4) favoring this method, followed by written communication at 37.5% (n = 3), and non-verbal methods, such as gestures or facial expressions, at a minimal 12.5% (n = 1). This distribution highlighted a strong reliance on verbal expression, likely reflecting participants' limited exposure to alternative communication strategies before the intervention. Post-workshop, a significant shift was observed, with 75% (n = 6) expressing willingness to adopt diverse communication methods, including non-verbal cues like body language, marking a notable departure from their initial dependence on verbal communication alone. This change suggests that the experiential activities, particularly the role-plays and peer interactions, broadened participants' communication repertoires, encouraging greater versatility in their social interactions. Regarding the specific elements of communication, pre-workshop responses indicated that participants primarily focused on tone, with 62.5% (n = 5) identifying it as a key aspect, and interaction, also noted by 62.5% (n = 5), as central to their communication experiences. Expression was considered important by 50% (n = 4), while content received similar attention at 50% (n = 4), and body language was rarely emphasized, with only 12.5% (n = 1) mentioning it. Post-workshop, there was a marked increase in the recognition of expression, rising to 75% (n = 6), and tone, also reaching 75% (n = 6), reflecting heightened awareness of how these elements contribute to effective communication. Conversely, the focus on content dropped to 25% (n = 2), indicating a shift toward valuing non-verbal and expressive components over informational content alone. This evolution aligns with the Experiential Learning Theory's concrete experience (CE) stage, where hands-on activities enable participants to explore and internalize diverse communication strategies, enhancing their adaptability in social contexts. Improvements in Communication Skills Post-workshop surveys and observations revealed notable improvements across four communication domains: Listening : Pre-workshop, only 50% (n = 4) agreed or strongly agreed they listened effectively (Disagree: 12.5%, Neutral: 37.5%). Post-workshop, 87.5% (n = 7) reported improved listening, corroborated by facilitators’ observations of increased attentiveness during peer discussions. For example, Participant B, who initially avoided eye contact, began nodding actively during the Storytelling Circle, reflecting enhanced engagement. Responding : Initially, 50% (n = 4) consistently responded to others (Disagree/Strongly Disagree: 25%, Neutral: 25%). Post-workshop, 100% (n = 8) affirmed enhanced responsiveness, evidenced by active replies such as “The storytelling part is very interesting” (Participant C). This shift was particularly evident in the Peer Feedback Session, where all participants contributed at least one comment, a marked improvement from pre-workshop reticence. Expressing : Pre-workshop, 50% (n = 4) were neutral about expressing ideas confidently, with 37.5% (n = 3) agreeing. Post-workshop, 75% (n = 6) felt more confident, supported by observations of positive emotional displays (e.g., “My feeling is very joyful” – Participant A). During the Emoji Mood Sharing, Participant A transitioned from minimal verbal input to sharing detailed emotions, indicating growth in expressive confidence. This growth in expressive confidence was particularly notable among participants with autism spectrum disorder (ASD), who often face challenges in articulating emotions (Kamps et al., 2017). Participant F, identified with ASD, initially responded with single words like “happy” during the pre-workshop questionnaire but post-workshop provided detailed responses, such as “I feel happy because I can share my story with friends.” Facilitators observed that F’s increased use of descriptive language correlated with more frequent peer interactions, suggesting that ELT’s structured activities helped overcome ASD-specific communication barriers. This finding aligns with Tait et al.’s (2015) observation that Hong Kong Chinese families often report delayed emotional expression in SEN youth, underscoring the intervention’s relevance in a cultural context. Reducing Misunderstandings : Half (50%, n = 4) initially reported frequent misunderstandings (Agree/Strongly Agree: 50%). Post-workshop, 87.5% (n = 7) noted fewer miscommunications, linked to reflective observation (RO) during feedback sessions. For instance, Participant D, who initially misinterpreted peers’ intentions, reported better understanding after discussing conflict styles, stating, “I learned to listen before replying.” These improvements suggest that ELT’s iterative cycle—particularly CE and AE—facilitated practical skill acquisition. The workshops’ interactive nature allowed participants to practice communication in a safe environment, leading to measurable behavioral changes. Social and Emotional Competencies Socially, participants shifted from limited friend-making (Rarely/Sometimes: 75%, n = 6) and nervous emotions (87.5%, n = 7) pre-workshop to the unanimous agreement (100%, n = 8) that the workshops encouraged meeting new friends, with reduced nervousness (12.5%, n = 1) and increased eagerness (50%, n = 4) and happiness (62.5%, n = 5). Relationally, 87.5% (n = 7) felt the workshops aided relationship-building, up from a neutral baseline (50%, n = 4). For example, Participant E initially avoided group interaction and initiated a conversation during the Storytelling Circle, later stating, “I can meet different kinds of friends.” Emotionally, pre-workshop awareness of emotions was low (Yes: 12.5%, n = 1), but post-workshop, 100% (n = 8) reported better understanding and sensitivity to emotions, reflected in comments like “I can feel people’s emotions better” (Participant F). This growth was evident in the Emoji Mood Sharing activity, where participants progressed from one-word responses (e.g., “sad”) to full sentences (e.g., “I feel sad because I miss my friend”), demonstrating increased emotional articulation. These gains underscore ELT’s role in fostering emotional regulation and social engagement through structured peer interaction, addressing key challenges faced by SEN youth in Hong Kong. Effectiveness of the Intervention Overall, 75% (n = 6) of participants affirmed the workshops enhanced daily communication, with comments like “I talk more with my classmates now” (Participant G). Additionally, 87.5% (n = 7) valued peer learning opportunities, noting the benefit of collaborative activities. Compared to traditional classroom teaching, 87.5% (n = 7) preferred experiential learning, citing higher engagement and practical relevance (e.g., “I like doing activities, not just listening” – Participant H). These findings indicate that the ELT-based intervention effectively addressed communication deficits, aligning with regional needs for innovative SEN pedagogies (Yang et al., 2015). The workshops’ success in a small cohort suggests potential for broader application, particularly in urban settings like Hong Kong where SEN support is often limited. This preference for ELT over traditional methods mirrors findings from Kamps et al. (2017), who noted that peer-mediated interventions significantly improved social skills in SEN populations, suggesting that ELT’s collaborative framework may offer a universal advantage for diverse SEN learners across cultural contexts. Discussion and Reflection Efficacy of Experiential Learning in Practice The application of Experiential Learning Theory (ELT) in this study demonstrated significant efficacy in enhancing communication skills among youth with special educational needs (SEN), aligning with its foundational premise that learning emerges through active engagement and reflection (Kolb, 1984). Participants exhibited measurable improvements: 87.5% reported heightened communication awareness, and 75% noted practical gains in daily interactions, underscoring the workshops’ success in translating theoretical constructs into actionable outcomes. Observationally, the transition from passive withdrawal to active participation was evident, as exemplified by Participant E’s comment, “I can feel people actively express themselves.” During the Role-Play Scenarios, one initially reserved participant adopted a collaborative role, proposing a compromise that peers accepted, reflecting growth in both communication and confidence. This practical efficacy resonates with recent findings in the Asia-Pacific region, where experiential approaches have been shown to bridge gaps in SEN education by prioritizing hands-on learning over rote instruction. Unlike traditional classroom settings, which 87.5% of participants found less engaging, the workshops’ emphasis on role-plays and peer feedback provided a dynamic platform for real-time communication practice, reinforcing ELT’s suitability for SEN learners in fostering a safe, interactive learning environment. Compared to other interventions, such as cognitive-behavioral therapy (CBT), which often focuses on individual skill-building in clinical settings, ELT’s group-based, experiential approach offers a unique advantage for SEN youth by fostering peer interaction and real-world application. While CBT has shown efficacy in reducing anxiety among SEN populations (Mitter et al., 2019), its lack of social context may limit its impact on communication skills. ELT, by contrast, leverages peer dynamics to create a naturalistic learning environment, as evidenced by participants’ increased willingness to collaborate (75%), making it a more holistic strategy for addressing social-emotional deficits in SEN education. Implications for Inclusive Education in Hong Kong Implementing ELT within Hong Kong’s inclusive education framework holds transformative potential, particularly given the region’s resource constraints and the unique challenges faced by SEN students. The Education Bureau’s advocacy for multi-sensory learning (Charitable Choice, 2019) aligns with ELT’s experiential ethos, yet current provisions remain inadequate—78% of SEN students receive less than 30 minutes of weekly speech therapy, leaving significant gaps in addressing communication needs. This study’s workshops, conducted entirely online via Zoom, incurred zero direct costs, requiring only facilitators’ time and minimal pre-training, making them a highly scalable and cost-effective alternative. Participants’ strong preference for peer-to-peer learning (87.5%) highlights ELT’s capacity to enhance social skills, aligning with the need for innovative community-driven approaches to support SEN education in Hong Kong. By embedding communication practice within inclusive virtual settings, ELT can complement existing school-based support, offering a practical solution to resource shortages. Practically, Hong Kong schools could adopt a virtual ELT program, leveraging Zoom to deliver workshops at no additional cost beyond facilitator training. A proposed 10-session program, with each session lasting 1 hour, could be integrated into weekly schedules for SEN students across various grade levels. For instance, a Form 5 class could participate in bi-weekly online role-play sessions focusing on conflict resolution, requiring only a stable internet connection and a device, both of which are widely accessible in Hong Kong’s urban context. Facilitators, such as social workers, counselors, or educators trained through a one-day online workshop (estimated cost: HKD 2000-2500 for 10 facilitators), could lead these sessions. This model could serve 50-60 students annually per school, significantly reducing reliance on overstretched speech therapy services, which often fail to address social communication needs. Schools in high-density SEN areas like Kowloon or Tuen Mun could collaborate with local NGOs to train facilitators, further minimizing costs while maximizing reach. Such a model not only enhances communication skills but also fosters virtual peer support networks, addressing the pervasive social isolation experienced by SEN youth in Hong Kong by enabling them to connect safely and meaningfully from home. To institutionalize this model, schools could establish these kinds of learning groups, comprising teachers, social workers, and counsellors, or even a part-time counsellor to implement the workshop. This taskforce could develop a standardized training module for facilitators, costing approximately HKD 10,000 annually, to ensure consistency and quality. Additionally, schools could integrate ELT outcomes into Individual Education Plans (IEPs), tailoring activities to each student’s needs, such as focusing on emotional regulation for students with ASD or conflict resolution for those with behavioral challenges, thereby enhancing the personalization of inclusive education in Hong Kong. Dual-Track Support: Bridging School and Human-Centered Services The online workshops illuminated the potential of a dual-track approach—integrating school-based education with human-centered services—to address the diverse needs of SEN students in Hong Kong. While existing policies often focus on institutional frameworks (Charitable Choice, 2019), the observed enthusiasm for experiential activities (e.g., “I want to join the workshop one more time” – Participant D) underscores the value of targeted, practice-oriented interventions in uncovering individual strengths. For instance, Participant F, who excelled in the Storytelling Circle, expressed a newfound interest in creative writing, a talent that could be nurtured through tailored online programs. This human-centered focus, enabled by the flexibility of Zoom, allows for personalized development, an area often under-resourced in Hong Kong’s SEN education system. In practice, schools and NGOs could implement virtual ELT workshops as extracurricular modules, offering a space for SEN youth to practice communication while exploring personal interests, all at zero direct cost. A proposed annual program of 12 online sessions for 10-12 students could be managed by trained facilitators, such as social workers or counselors, who require only a brief online training session (e.g., 4 hours via Zoom, costing HKD 500-800 to organize). These sessions could be integrated into after-school programs, with schools providing scheduling support and NGOs contributing trained staff, creating a sustainable partnership. For example, a virtual creative writing workshop could build on Participant F’s interest, encouraging self-expression while fostering peer collaboration through shared storytelling exercises. This dual-track model ensures that SEN students receive both academic support and opportunities for social-emotional growth, aligning with Hong Kong’s inclusive education goals. Moreover, the online format eliminates barriers such as transportation or venue costs, making it accessible for students in remote or underprivileged areas, thereby broadening the reach of human-centered services across the region. Supporting Underprivileged SEN Families For underprivileged SEN families, the benefits of virtual ELT workshops are particularly compelling. With 47.5% of such families limited to free activities due to financial constraints (Charitable Choice, 2019), the zero-cost nature of Zoom-based workshops offers an accessible avenue for communication skill development without additional burden. Participants’ improved emotional regulation (100% post-workshop) and increased social eagerness (50%) suggest that ELT can alleviate some pressures on caregivers, who often seek affordable, impactful support for their children’s social-emotional growth. To ensure equitable access, the Hong Kong government could introduce subsidies to support facilitator training, such as HKD 5000 annually per school to train 10 facilitators, enabling 10 online ELT workshops serving 80-100 students per district. This aligns with the need for cost-effective interventions that empower marginalized groups, ensuring that underprivileged SEN families benefit from practice-based learning, as highlighted by teachers’ calls for more accessible support strategies in Hong Kong (Chow, 2023). Additionally, the online format mitigates logistical barriers, such as travel time or physical accessibility issues, which disproportionately affect low-income families, thereby promoting inclusivity and equity in SEN education. The scalability of this model also addresses broader systemic challenges in Hong Kong. With many SEN students facing social exclusion due to cultural stigma (Ye et al., 2021), virtual ELT workshops provide a safe, stigma-free environment for interaction, allowing participants to build confidence and social skills without fear of judgment. Caregivers, often burdened by the dual demands of work and caregiving, benefit from the flexibility of online sessions, as they can support their children’s participation without taking time off or incurring expenses. Over time, this model could reduce the emotional and financial strain on families, fostering a more supportive ecosystem for SEN youth. Policymakers could further enhance this approach by integrating virtual ELT into the Education Bureau’s Inclusive Education Policy, ensuring that all SEN students, regardless of socioeconomic status, have access to innovative, cost-free interventions that promote their social and emotional development. Community centers, primary, secondary, and special schools could further collaborate with local universities to train education students as facilitators or provide training to counseling students, creating a pipeline of skilled professionals while reducing training costs. For example, a partnership with the University of Hong Kong and Education University of Hong Kong could provide practicum opportunities for students, who would lead workshops under supervision, benefiting both SEN youth and future educators, social workers, and counselors. This could be an effective collaboration that is a win-win for both parties. Such collaborations could also facilitate parent workshops, teaching caregivers strategies to reinforce communication skills at home, thereby creating a holistic support system that addresses both student and family needs in underprivileged communities. Limitations and Future Directions Despite its practical success, this study’s small sample (n = 8) and short duration (two workshops) limit its generalizability, a constraint compounded by the loss of raw data. While observation and summarized surveys provide initial evidence, repeated ELT interventions—perhaps over a semester—could yield deeper insights into sustained skill development. A 12-week virtual program, for instance, could track participants’ communication progress using standardized scales (e.g., the Social Skills Improvement System), offering a clearer picture of long-term impact. Future research should explore larger cohorts, potentially involving multiple Hong Kong schools, to validate these findings and assess scalability across diverse SEN populations. The online format also presents opportunities for enhancement. Incorporating digital tools, such as video-based reflection, could strengthen ELT’s reflective stage. For example, recording Zoom role-plays and reviewing them with participants could deepen their understanding of communication dynamics, a method already piloted in Singaporean SEN programs with promising results. Additionally, integrating interactive features like virtual whiteboards or real-time polls could enhance engagement, particularly for participants with attention challenges. Nevertheless, the workshops’ feasibility, participant enthusiasm, and zero-cost implementation affirm ELT’s potential as a practical, scalable strategy for SEN education in resource-scarce contexts like Hong Kong, paving the way for broader adoption in both school and community settings. Conclusion This exploratory study demonstrates that Experiential Learning Theory (ELT) can effectively enhance communication skills among SEN youth in Hong Kong, offering a practical and scalable pedagogical approach. Through two workshops, participants exhibited significant gains—87.5% reported improved communication awareness, 75% noted enhanced daily interactions, and 100% affirmed better emotional understanding—validating ELT’s capacity to transform theoretical principles into tangible outcomes (Kolb, 1984 ). These improvements are particularly meaningful in Hong Kong, where traditional SEN support is limited, with many students receiving minimal speech therapy (Charitable Choice, 2019 ). The workshops’ low-cost design provides a viable solution, with 87.5% of participants preferring it over traditional classroom methods due to its engaging, practice-oriented format. Beyond individual skill gains, this study underscores ELT’s broader implications for inclusive education in the Asia-Pacific region. Hong Kong’s SEN landscape, marked by overstretched services and cultural stigma (Ye et al., 2021 ), demands innovative, cost-effective solutions. The workshops’ success in fostering social engagement (e.g., 50% increased eagerness to meet friends) and emotional regulation suggests that ELT can bridge gaps left by underfunded school-based support. While these findings are promising, the study’s small scale (n = 8) and short duration necessitate caution in broader applications. Future research should scale up ELT interventions, potentially across multiple Hong Kong schools, and adopt longitudinal designs to assess sustained impacts on communication and social outcomes. Incorporating digital tools, such as video-based reflection, could further enhance ELT’s efficacy. For instance, a semester-long program could record role-plays, allowing participants to review and refine their communication strategies, a method already showing promise in regional SEN contexts. Additionally, collaboration with NGOs like the Hong Chi Association could expand ELT’s reach, creating a network of community-based workshops to support SEN youth across districts. This study establishes a compelling case for ELT as a low-cost, high-impact pedagogy in SEN education, particularly in resource-scarce urban settings. By prioritizing practice over prescription, ELT not only equips SEN youth with essential communication skills but also paves the way for more inclusive, responsive educational systems in Hong Kong and the broader Asia-Pacific region. Policymakers and educators are encouraged to explore ELT’s potential, ensuring that SEN students receive the support they need to thrive socially and emotionally in an increasingly interconnected world. Declarations Author Contribution This paper is finished by YANG independently. Data Availability The raw data supporting the findings of this study are no longer available. This research was completed in 2022, and all original data (including questionnaires and observation records) were stored in a university email account that was automatically deleted by the institution following graduation. Consequently, the authors no longer have access to the primary dataset. The results presented in this manuscript are based on summarized findings and facilitator observations derived from the original data prior to its loss, in 2022. References Bandura, A. (1977). Social learning theory . Prentice Hall. Brinthaupt, T. M., & Scheier, L. M. (2021). Self, identity, and negative youth adaptation: Introduction to the special issue. Self and Identity , 20(1), 1–14.https://doi.org/10.1080/15298868.2020.1851449 Buchert, L. (2014). Learning needs and life skills for youth: An introduction. International Review of Education , 60(2), 163–176.https://doi.org/10.1007/s11159-014-9411-6 Charitable Choice. (2019). SEN children and caregivers survey 2019 .https://soco.org.hk/wp-content/uploads/2014/10/SEN兒童及照顧者問卷調查20191213_finalized.pdf Chow, W. S. E. (2023). In-service teachers’ views on implementing inclusive practices in Hong Kong classrooms: Challenges and support needs. Asia Pacific Education Review .https://doi.org/10.1007/s12564-023-09912-7 Corrigan, P. W., & Watson, A. C. (2002). The paradox of self-stigma and mental illness. Clinical Psychology: Science and Practice , 9(1), 35–53.https://doi.org/10.1093/clipsy.9.1.35 Education Bureau. (2021). Special education: SENSE platform . Retrieved fromhttps://sense.edb.gov.hk Erikson, E. H. (1968). Identity, youth, and crisis . Norton. Heiman, T. (2002). Parents of children with disabilities: Resilience, coping, and future expectations. Journal of Developmental and Physical Disabilities , 14(2), 159–171.https://doi.org/10.1023/A:1015219514621 Kamps, D. M., Mason, R., & Heitzman-Powell, L. (2017). Peer mediation interventions to improve social and communication skills for children and youth with autism spectrum disorders. In Handbook of social skills and autism spectrum disorder (pp. 257–283). Springer.https://doi.org/10.1007/978-3-319-62995-7_15 Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development . Prentice-Hall. Mak, W. W. S., & Kwok, Y. T. Y. (2010). Internalization of stigma for parents of children with autism spectrum disorder in Hong Kong. Social Science & Medicine , 70(12), 2045–2051.https://doi.org/10.1016/j.socscimed.2010.02.023 McCarthy, M. (2010). Experiential learning theory: From theory to practice. Journal of Business & Economics Research , 8(5), 131–139.https://doi.org/10.19030/jber.v8i5.725 Mitter, N., Ali, A., & Scior, K. (2019). Stigma experienced by families of individuals with intellectual disabilities and autism: A systematic review. Research in Developmental Disabilities , 89, 10–21.https://doi.org/10.1016/j.ridd.2019.03.001 Sin, K. F., Yang, L., & Lui, M. (2015). Social, emotional, and academic functioning of children with SEN integrated in Hong Kong primary schools. The Asia-Pacific Education Researcher , 24(4), 545–555.https://doi.org/10.1007/s40299-014-0202-8 Tait, K., Fung, F., Hu, A., Sweller, N., & Wang, W. (2015). Understanding Hong Kong Chinese families’ experiences of an autism/ASD diagnosis. Journal of Autism and Developmental Disorders , 46(4), 1164–1183.https://doi.org/10.1007/s10803-015-2650-z Thomas, K. W., & Kilmann, R. H. (1974). Thomas-Kilmann Conflict Mode Instrument . Xicom. Tomasulo, D. J. (1998). Action methods in group psychotherapy: Practical aspects . Routledge. Tse, P. C. (2015). Telling and knowing – A workshop on the application of the IF model in group counselling supervision with action method. 4th Asia Pacific Rim International Counselling & Psychotherapy Conference , Wuhan, China. Tse, P. C. (2017). Promoting self-compassion and self-reflection through the use of action method as an interactive agent in counselling education – A mixed method. 5th Asia Pacific Rim International Counselling & Psychotherapy Conference , Singapore. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes . Harvard University Press. Ye, F. T. F., Sin, K. F., & Gao, X. (2021). Subjective well-being among parents of children with special educational needs in Hong Kong: Impacts of stigmatized identity and discrimination under social unrest and COVID-19. International Journal of Environmental Research and Public Health , 19(1), 238.https://doi.org/10.3390/ijerph19010238 Yuen, M., Wu, F., Wong, F., Yeung, P., Lam, C., Chan, K., Ma, G., & Tan, C. Y. (2022). Inclusive education in a Chinese context: A Hong Kong perspective. In W. Beamish & M. Yuen (Eds.), The inclusion for students with special educational needs across the Asia Pacific: The changing landscape (pp. 79-93). Springer Nature.https://doi.org/10.1007/978-981-19-2221-3_5 Footnotes This figure illustrates the four-stage learning cycle (Concrete Experience, Reflective Observation, Abstract Conceptualization, Active Experimentation) and corresponding learning styles (Diverger, Assimilator, Converger, Accommodator), which guided the workshop activities. Additional Declarations No competing interests reported. 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In Hong Kong, these issues are particularly pronounced, with SEN families facing heightened parenting stress and social exclusion due to self-stigma and insufficient support systems (Mak \u0026amp; Kwok, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2010\u003c/span\u003e). The city’s education system, despite efforts toward inclusion, often struggles to meet the diverse needs of SEN students, particularly in addressing communication deficits that hinder social integration, emotional well-being, and self-identity development (Heiman, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2002\u003c/span\u003e; Mitter et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Traditional classroom-based approaches, while foundational, frequently fall short in fostering practical communication skills that extend beyond academic settings, leaving a critical gap in supporting SEN youth’s holistic development (Yang et al., 2015).\u003c/p\u003e \u003cp\u003eExperiential Learning Theory (ELT), developed by Kolb (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e1984\u003c/span\u003e), offers a promising alternative by emphasizing learning through a four-stage cycle: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Unlike conventional pedagogies that prioritize cognitive mastery, ELT integrates subjective experiences, enabling learners to reshape behaviors, skills, and mindsets holistically (McCarthy, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2010\u003c/span\u003e). This approach may be particularly effective for SEN students, as it aligns with their need to develop social and emotional competencies, which are key predictors of positive adaptation (Brinthaupt \u0026amp; Scheier, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). However, despite its widespread application in mainstream education, ELT’s use with SEN populations, especially in Asian contexts, remains underexplored, leaving a significant gap in understanding its efficacy for addressing communication challenges (Buchert, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). This gap is particularly relevant in Hong Kong, where cultural factors, such as the emphasis on academic performance, often exacerbate self-stigma among SEN youth, further complicating their social and emotional growth (Ye et al., \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThis study investigates how ELT-based workshops can enhance communication skills among SEN youth in Hong Kong, with a focus on improving their social and emotional competencies. Hong Kong’s SEN education system faces systemic challenges, including a shortage of trained professionals and limited funding for inclusive programs. Hong Kong’s SEN education system faces systemic challenges, including a shortage of trained professionals and limited funding for inclusive programs. Despite initiatives like the SENSE platform launched by the Education Bureau in 2021 to support SEN students, resource constraints persist, leaving many SEN youth without adequate support for communication development (Education Bureau, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). This scarcity is compounded by cultural attitudes, where academic achievement is prioritized over social-emotional growth, often leading to marginalization of SEN students in mainstream settings, as traditional Chinese values emphasize academic success over holistic development (Yuen et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). ELT’s emphasis on experiential, learner-centered activities offers a theoretical advantage, as it aligns with Bandura’s (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1977\u003c/span\u003e) social learning theory, which posits that individuals learn best through observation, modeling, and direct experience—key mechanisms for SEN youth to build social skills. This study not only fills a gap in the application of ELT within Asian SEN contexts but also provides a replicable model for educators in similar resource-constrained environments. By focusing on communication skills, the research addresses a critical determinant of SEN youth’s quality of life, contributing to both academic discourse and practical policy development in the Asia-Pacific region.\u003c/p\u003e\n\u003ch3\u003eWorkshop Design\u003c/h3\u003e\n\u003cp\u003eThrough a small-scale intervention involving eight participants from local SEN schools, the research explores ELT’s potential to mitigate self-stigma and foster self-identity through interactive, practice-oriented activities. Set against Hong Kong’s resource-constrained SEN education landscape, where only limited support is available (Charitable Choice, 2019), this study contributes to the growing discourse on innovative pedagogies in the Asia-Pacific region. Beyond its exploratory findings, the study provides practical insights for educators, policymakers, and community stakeholders seeking cost-effective, scalable strategies to support SEN students’ development. The following sections detail the theoretical framework, workshop design, data analysis, reflections, and actionable recommendations for integrating ELT into Hong Kong’s inclusive education framework.\u003c/p\u003e\n\u003ch3\u003e\u003cem\u003eTheoretical Foundation: Experiential Learning Theory\u003c/em\u003e\u003c/h3\u003e\n\u003cp\u003eThe workshops were designed based on Experiential Learning Theory (ELT), which outlines a cyclical process of learning through four stages: concrete experience (CE), reflective observation (RO), abstract conceptualization (AC), and active experimentation (AE) (Kolb, 1984). Figure \u003csup\u003e\u003csup\u003e[1]\u003c/sup\u003e\u003c/sup\u003e1 illustrates this cycle and its associated learning styles, which informed the intervention’s structure.\u003c/p\u003e\n\u003cp\u003eELT is particularly suitable for SEN youth, who often struggle to translate theoretical knowledge into practical skills due to social withdrawal or self-stigma (Corrigan \u0026amp; Watson, 2002). By integrating hands-on activities with structured reflection, ELT addresses these barriers, fostering communication competencies through experiential engagement. ELT provides a framework to enhance social and emotional skills, aligning with participants’ developmental needs. Each stage of the ELT cycle was operationalized in the workshops: CE through interactive activities, RO via peer feedback, AC by discussing communication principles, and AE through practiced application in varied scenarios.\u003c/p\u003e\n\u003ch3\u003e\u003cem\u003eResearch Method and Workshop Framework\u003c/em\u003e\u003c/h3\u003e\n\u003cp\u003eThis exploratory study adopted an action-based methodology inspired by Tomasulo’s (1998) Interactive-Behavioral Model, which integrates role-playing and group dynamics to facilitate skill development. Building on Tse’s (2017) application of action methods for self-reflection, two workshops were conducted for SEN youth aged 16–23 from special education institutions in Hong Kong. Each workshop lasted approximately 2 hours and utilized structured yet flexible activities aligned with Experiential Learning Theory’s (ELT) four-stage cycle to enhance communication skills. Eight participants with ASD (n=6) and Downs (n=2) were recruited via convenience sampling, ensuring a small, manageable group size conducive to in-depth interaction and observation. This research was approved by the Ethics Committee, with informed consent obtained from participants or their legal guardians, and all data were anonymized to protect participant privacy.\u003c/p\u003e\n\u003cp\u003eTo ensure clarity and minimize misunderstandings regarding consent and participation, a 1-hour pre-workshop session was organized before the main workshops. This session introduced the upcoming workshops’ objectives, themes (Emotional Management and Conflict Management), and facilitators, fostering initial rapport-building between facilitators and participants. During this pre-workshop, participants were also provided with the pre-questionnaire to complete, which served as a baseline for evaluating the workshops’ effectiveness by comparing pre- and post-intervention responses. The intervention targeted five key objectives: (a) enhancing self-awareness, (b) improving emotional and social competencies, (c) fostering positive relationship-building, (d) promoting the understanding of diverse communication methods, and (e) practicing effective group communication.\u003c/p\u003e\n\u003ch3\u003e\u003cem\u003eCore Workshop Activities\u003c/em\u003e\u003c/h3\u003e\n\u003cp\u003eThe workshops were structured around two thematic foci—Emotional Management and Conflict Management—to address both intrapersonal and interpersonal dimensions of communication. Activities were deliberately experiential, leveraging role-plays, games, and peer interactions to maximize engagement and practical learning. The design prioritized low-cost implementation, using basic props like digital resources and the Zoom platform, making it replicable in resource-scarce settings such as Hong Kong public schools.\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003eEmotional Management Workshop\u003cul\u003e\n \u003cli\u003e\u003cem\u003eEmoji Mood Sharing\u003c/em\u003e: Participants were given a set of emoji cards (e.g., smiley, sad, angry faces) and asked to select one that reflected their current emotional state. Facilitators then led a 15-minute discussion, encouraging participants to share their choice verbally (e.g., “I feel happy”) or through gestures (e.g., pointing to a smiley face). For instance, one participant, initially hesitant, chose a “nervous” emoji and used hand gestures to convey anxiety, prompting peers to respond with supportive nods. This activity targeted CE by immersing participants in emotional expression and RO through peer reflection, as they discussed why they felt a certain way. The activity aimed to help participants recognize their emotions, express personal feelings, and become sensitive to others’ emotions.To further enhance engagement, facilitators used Zoom’s breakout room feature to pair participants for one-on-one sharing, allowing shy individuals to practice emotional expression in a less intimidating setting. For example, Participant C, who initially struggled with verbal articulation due to anxiety, shared, “I feel nervous because I don’t know everyone,” in a paired session, later reporting increased comfort in the larger group setting. This step-by-step approach, moving from paired to group sharing, scaffolded participants’ emotional expression, aligning with Vygotsky’s (1978) zone of proximal development, where learners progress with guided support. The activity also incorporated real-time digital polls, asking participants to vote on common emotions (e.g., “Which emotion do you feel most today?”), fostering a sense of shared experience and encouraging quieter participants to engage non-verbally before transitioning to verbal contributions.\u003c/li\u003e\n \u003c/ul\u003e\n \u003c/li\u003e\n \u003cli\u003eConflict Management Workshop\u003cul\u003e\n \u003cli\u003e\u003cem\u003eRole-Play Scenarios\u003c/em\u003e: Participants engaged in a 25-minute role-play session, enacting everyday conflicts such as a disagreement over a group task (e.g., “I want to draw, but you want to write”). They experimented with five conflict styles—accommodating, cooperating, collaborating, competing, and avoiding (Thomas \u0026amp; Kilmann, 1974). For example, one participant, playing a “collaborator,” suggested a compromise (“Let’s draw first, then write”), while another adopted a “competing” style, insisting on their preference. Facilitators guided the process, ensuring each participant rotated roles, embodying CE through active engagement and AE by applying conflict strategies in real-time scenarios. This activity aimed to help participants accept conflicts, understand conflict mechanisms, and adopt flexible styles.\u003c/li\u003e\n \u003cli\u003e\u003cem\u003ePeer Feedback Session\u003c/em\u003e: At the end of each session, a 15-minute feedback session allowed participants to reflect on their approaches (RO) and discuss effective strategies (AC). For instance, one participant noted, “I learned that working together is better than arguing,” demonstrating growth in conflict resolution. Facilitators recorded these reflections, noting increased willingness to collaborate among 75% of participants, aligning with help participants accept conflicts, understand conflict mechanisms, and adopt flexible styles.\u003c/li\u003e\n \u003c/ul\u003e\n \u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eThe activities required minimal resources, making them highly replicable in Hong Kong’s SEN schools, where budgets are often limited. Facilitators observed that the interactive format encouraged even the most reserved participants to engage, with one stating, “I felt safe to talk here,” highlighting the workshops’ ability to create a supportive environment for communication practice.\u003c/p\u003e\n\u003ch3\u003e\u003cem\u003eData Collection Methods\u003c/em\u003e\u003c/h3\u003e\n\u003cp\u003eData were gathered using a mixed-method approach to capture both quantitative shifts and qualitative insights. Pre- and post-workshop questionnaires assessed participants’ self-reported communication skills and self-concept, using Likert-scale items (e.g., “I can listen to others effectively,” rated from 1 = Strongly Disagree to 5 = Strongly Agree) and open-ended prompts (e.g., “How do you feel about expressing yourself?”). Additionally, five facilitators (including three facilitators and two social workers) conducted participant observation, recording verbal and non-verbal behaviors (e.g., frequency of sharing, nodding, eye contact) during activities. Observations were cross-verified through discussion between facilitators to minimize bias, providing real-time insights into engagement and skill application. For example, one facilitator noted a participant’s transition from minimal interaction to active sharing during the Storytelling Circle, indicating progress in communication confidence.\u003c/p\u003e\n\u003ch3\u003e\u003cem\u003eRationale and Expected Outcomes\u003c/em\u003e\u003c/h3\u003e\n\u003cp\u003eThe workshop design prioritized active participation over passive instruction, reflecting ELT’s premise that learning emerges from doing and reflecting (Kolb, 1984). By embedding communication practice within a supportive, interactive setting, the intervention sought to reduce self-stigma and build confidence—critical for SEN youth in Hong Kong, where cultural pressures often amplify social isolation (Mak \u0026amp; Kwok, 2010). Expected outcomes included an increased willingness to use diverse communication methods, enhanced listening and responding skills, and improved emotional regulation, laying the groundwork for broader social integration. The workshops also aimed to uncover participants’ strengths (e.g., creative expression through storytelling), providing a foundation for personalized support strategies. Additionally, the workshops aimed to empower SEN youth to advocate for themselves in social settings, a critical skill for reducing dependency on caregivers and fostering independence, as emphasized by Erikson’s (1968) theory of psychosocial development, particularly the stage of identity versus role confusion prevalent among adolescents.\u003c/p\u003e\n\u003ch2\u003e\u003c/h2\u003e\n\u003ch3\u003e\u003c/h3\u003e\n\n\u003ch3\u003e\u003c/h3\u003e\n\n\n\u003ch3\u003e\u003c/h3\u003e\n\n\n\n\u003ch3\u003e\u003c/h3\u003e\n\n\n\u003ch3\u003e\u003c/h3\u003e\n\n"},{"header":"Data Analysis","content":"\u003cem\u003eParticipant Engagement and Background\u003c/em\u003e\u003cp\u003eThe workshops involved eight SEN youth aged 16-23 (M = 19.25, SD = 2.76), with a gender distribution of 62.5% male (n = 5) and 37.5% female (n = 3), and education levels ranging from Form 4 (12.5%, n = 1), Form 5 (25%, n = 2), Form 6 (25%, n = 2), to post-Form 6 (37.5%, n = 3). Pre-workshop surveys revealed significant communication challenges: 87.5% (n = 7) reported lacking communication skills, 37.5% (n = 3) felt deficient in communication knowledge, and 50% (n = 4) were uncertain about their knowledge gaps. Interpersonal relationships were rated as suboptimal, with only 37.5% (n = 3) reporting “good” connections and 50% (n = 4) rating them as “neutral.” Observations during the workshops indicated high engagement, with 62.5% (n = 5) rated as “very involved” and 25% (n = 2) as “somewhat involved,” based on active participation metrics such as frequency of verbal contributions and non-verbal cues like nodding or smiling. For example, one participant, initially silent, began sharing during the Emoji Mood Sharing activity, suggesting that the experiential format resonated with participants despite their initial self-reported deficits.\u003c/p\u003e\u003cem\u003eChanges in Communication Methods and Elements\u003c/em\u003e\u003cp\u003ePre-workshop data revealed a clear preference among participants for verbal communication, with 50% (n = 4) favoring this method, followed by written communication at 37.5% (n = 3), and non-verbal methods, such as gestures or facial expressions, at a minimal 12.5% (n = 1). This distribution highlighted a strong reliance on verbal expression, likely reflecting participants' limited exposure to alternative communication strategies before the intervention. Post-workshop, a significant shift was observed, with 75% (n = 6) expressing willingness to adopt diverse communication methods, including non-verbal cues like body language, marking a notable departure from their initial dependence on verbal communication alone. This change suggests that the experiential activities, particularly the role-plays and peer interactions, broadened participants' communication repertoires, encouraging greater versatility in their social interactions.\u003c/p\u003e\u003cp\u003eRegarding the specific elements of communication, pre-workshop responses indicated that participants primarily focused on tone, with 62.5% (n = 5) identifying it as a key aspect, and interaction, also noted by 62.5% (n = 5), as central to their communication experiences. Expression was considered important by 50% (n = 4), while content received similar attention at 50% (n = 4), and body language was rarely emphasized, with only 12.5% (n = 1) mentioning it. Post-workshop, there was a marked increase in the recognition of expression, rising to 75% (n = 6), and tone, also reaching 75% (n = 6), reflecting heightened awareness of how these elements contribute to effective communication. Conversely, the focus on content dropped to 25% (n = 2), indicating a shift toward valuing non-verbal and expressive components over informational content alone. This evolution aligns with the Experiential Learning Theory's concrete experience (CE) stage, where hands-on activities enable participants to explore and internalize diverse communication strategies, enhancing their adaptability in social contexts.\u003c/p\u003e\u003cem\u003eImprovements in Communication Skills\u003c/em\u003e\u003cp\u003ePost-workshop surveys and observations revealed notable improvements across four communication domains:\u003c/p\u003e\u003cul class=\"decimal_type\"\u003e\n \u003cli\u003e\u003cem\u003eListening\u003c/em\u003e: Pre-workshop, only 50% (n = 4) agreed or strongly agreed they listened effectively (Disagree: 12.5%, Neutral: 37.5%). Post-workshop, 87.5% (n = 7) reported improved listening, corroborated by facilitators’ observations of increased attentiveness during peer discussions. For example, Participant B, who initially avoided eye contact, began nodding actively during the Storytelling Circle, reflecting enhanced engagement.\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eResponding\u003c/em\u003e: Initially, 50% (n = 4) consistently responded to others (Disagree/Strongly Disagree: 25%, Neutral: 25%). Post-workshop, 100% (n = 8) affirmed enhanced responsiveness, evidenced by active replies such as “The storytelling part is very interesting” (Participant C). This shift was particularly evident in the Peer Feedback Session, where all participants contributed at least one comment, a marked improvement from pre-workshop reticence.\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eExpressing\u003c/em\u003e: Pre-workshop, 50% (n = 4) were neutral about expressing ideas confidently, with 37.5% (n = 3) agreeing. Post-workshop, 75% (n = 6) felt more confident, supported by observations of positive emotional displays (e.g., “My feeling is very joyful” – Participant A). During the Emoji Mood Sharing, Participant A transitioned from minimal verbal input to sharing detailed emotions, indicating growth in expressive confidence. This growth in expressive confidence was particularly notable among participants with autism spectrum disorder (ASD), who often face challenges in articulating emotions (Kamps et al., 2017). Participant F, identified with ASD, initially responded with single words like “happy” during the pre-workshop questionnaire but post-workshop provided detailed responses, such as “I feel happy because I can share my story with friends.” Facilitators observed that F’s increased use of descriptive language correlated with more frequent peer interactions, suggesting that ELT’s structured activities helped overcome ASD-specific communication barriers. This finding aligns with Tait et al.’s (2015) observation that Hong Kong Chinese families often report delayed emotional expression in SEN youth, underscoring the intervention’s relevance in a cultural context.\u003c/li\u003e\n \u003cli\u003e\u003cem\u003eReducing Misunderstandings\u003c/em\u003e: Half (50%, n = 4) initially reported frequent misunderstandings (Agree/Strongly Agree: 50%). Post-workshop, 87.5% (n = 7) noted fewer miscommunications, linked to reflective observation (RO) during feedback sessions. For instance, Participant D, who initially misinterpreted peers’ intentions, reported better understanding after discussing conflict styles, stating, “I learned to listen before replying.”\u003c/li\u003e\n\u003c/ul\u003e\u003cp\u003eThese improvements suggest that ELT’s iterative cycle—particularly CE and AE—facilitated practical skill acquisition. The workshops’ interactive nature allowed participants to practice communication in a safe environment, leading to measurable behavioral changes.\u003c/p\u003e\u003cem\u003eSocial and Emotional Competencies\u003c/em\u003e\u003cp\u003eSocially, participants shifted from limited friend-making (Rarely/Sometimes: 75%, n = 6) and nervous emotions (87.5%, n = 7) pre-workshop to the unanimous agreement (100%, n = 8) that the workshops encouraged meeting new friends, with reduced nervousness (12.5%, n = 1) and increased eagerness (50%, n = 4) and happiness (62.5%, n = 5). Relationally, 87.5% (n = 7) felt the workshops aided relationship-building, up from a neutral baseline (50%, n = 4). For example, Participant E initially avoided group interaction and initiated a conversation during the Storytelling Circle, later stating, “I can meet different kinds of friends.”\u003c/p\u003e\u003cp\u003eEmotionally, pre-workshop awareness of emotions was low (Yes: 12.5%, n = 1), but post-workshop, 100% (n = 8) reported better understanding and sensitivity to emotions, reflected in comments like “I can feel people’s emotions better” (Participant F). This growth was evident in the Emoji Mood Sharing activity, where participants progressed from one-word responses (e.g., “sad”) to full sentences (e.g., “I feel sad because I miss my friend”), demonstrating increased emotional articulation. These gains underscore ELT’s role in fostering emotional regulation and social engagement through structured peer interaction, addressing key challenges faced by SEN youth in Hong Kong.\u003c/p\u003e\u003cem\u003eEffectiveness of the Intervention\u003c/em\u003e\u003cp\u003eOverall, 75% (n = 6) of participants affirmed the workshops enhanced daily communication, with comments like “I talk more with my classmates now” (Participant G). Additionally, 87.5% (n = 7) valued peer learning opportunities, noting the benefit of collaborative activities. Compared to traditional classroom teaching, 87.5% (n = 7) preferred experiential learning, citing higher engagement and practical relevance (e.g., “I like doing activities, not just listening” – Participant H). These findings indicate that the ELT-based intervention effectively addressed communication deficits, aligning with regional needs for innovative SEN pedagogies (Yang et al., 2015). The workshops’ success in a small cohort suggests potential for broader application, particularly in urban settings like Hong Kong where SEN support is often limited.\u003c/p\u003e\u003cp\u003eThis preference for ELT over traditional methods mirrors findings from Kamps et al. (2017), who noted that peer-mediated interventions significantly improved social skills in SEN populations, suggesting that ELT’s collaborative framework may offer a universal advantage for diverse SEN learners across cultural contexts.\u003c/p\u003e"},{"header":"Discussion and Reflection","content":"\u003ch3\u003e\u003cem\u003eEfficacy of Experiential Learning in Practice\u003c/em\u003e\u003c/h3\u003e\n\u003cp\u003eThe application of Experiential Learning Theory (ELT) in this study demonstrated significant efficacy in enhancing communication skills among youth with special educational needs (SEN), aligning with its foundational premise that learning emerges through active engagement and reflection (Kolb, 1984). Participants exhibited measurable improvements: 87.5% reported heightened communication awareness, and 75% noted practical gains in daily interactions, underscoring the workshops’ success in translating theoretical constructs into actionable outcomes. Observationally, the transition from passive withdrawal to active participation was evident, as exemplified by Participant E’s comment, “I can feel people actively express themselves.” During the Role-Play Scenarios, one initially reserved participant adopted a collaborative role, proposing a compromise that peers accepted, reflecting growth in both communication and confidence. This practical efficacy resonates with recent findings in the Asia-Pacific region, where experiential approaches have been shown to bridge gaps in SEN education by prioritizing hands-on learning over rote instruction. Unlike traditional classroom settings, which 87.5% of participants found less engaging, the workshops’ emphasis on role-plays and peer feedback provided a dynamic platform for real-time communication practice, reinforcing ELT’s suitability for SEN learners in fostering a safe, interactive learning environment.\u003c/p\u003e\n\u003cp\u003eCompared to other interventions, such as cognitive-behavioral therapy (CBT), which often focuses on individual skill-building in clinical settings, ELT’s group-based, experiential approach offers a unique advantage for SEN youth by fostering peer interaction and real-world application. While CBT has shown efficacy in reducing anxiety among SEN populations (Mitter et al., 2019), its lack of social context may limit its impact on communication skills. ELT, by contrast, leverages peer dynamics to create a naturalistic learning environment, as evidenced by participants’ increased willingness to collaborate (75%), making it a more holistic strategy for addressing social-emotional deficits in SEN education.\u003c/p\u003e\n\u003ch3\u003e\u003cem\u003eImplications for Inclusive Education in Hong Kong\u003c/em\u003e\u003c/h3\u003e\n\u003cp\u003eImplementing ELT within Hong Kong’s inclusive education framework holds transformative potential, particularly given the region’s resource constraints and the unique challenges faced by SEN students. The Education Bureau’s advocacy for multi-sensory learning (Charitable Choice, 2019) aligns with ELT’s experiential ethos, yet current provisions remain inadequate—78% of SEN students receive less than 30 minutes of weekly speech therapy, leaving significant gaps in addressing communication needs. This study’s workshops, conducted entirely online via Zoom, incurred zero direct costs, requiring only facilitators’ time and minimal pre-training, making them a highly scalable and cost-effective alternative. Participants’ strong preference for peer-to-peer learning (87.5%) highlights ELT’s capacity to enhance social skills, aligning with the need for innovative community-driven approaches to support SEN education in Hong Kong.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;By embedding communication practice within inclusive virtual settings, ELT can complement existing school-based support, offering a practical solution to resource shortages.\u003c/p\u003e\n\u003cp\u003ePractically, Hong Kong schools could adopt a virtual ELT program, leveraging Zoom to deliver workshops at no additional cost beyond facilitator training. A proposed 10-session program, with each session lasting 1 hour, could be integrated into weekly schedules for SEN students across various grade levels. For instance, a Form 5 class could participate in bi-weekly online role-play sessions focusing on conflict resolution, requiring only a stable internet connection and a device, both of which are widely accessible in Hong Kong’s urban context. Facilitators, such as social workers, counselors, or educators trained through a one-day online workshop (estimated cost: HKD 2000-2500 for 10 facilitators), could lead these sessions. This model could serve 50-60 students annually per school, significantly reducing reliance on overstretched speech therapy services, which often fail to address social communication needs. Schools in high-density SEN areas like Kowloon or Tuen Mun could collaborate with local NGOs to train facilitators, further minimizing costs while maximizing reach. Such a model not only enhances communication skills but also fosters virtual peer support networks, addressing the pervasive social isolation experienced by SEN youth in Hong Kong by enabling them to connect safely and meaningfully from home. To institutionalize this model, schools could establish these kinds of learning groups, comprising teachers, social workers, and counsellors, or even a part-time counsellor to implement the workshop. This taskforce could develop a standardized training module for facilitators, costing approximately HKD 10,000 annually, to ensure consistency and quality. Additionally, schools could integrate ELT outcomes into Individual Education Plans (IEPs), tailoring activities to each student’s needs, such as focusing on emotional regulation for students with ASD or conflict resolution for those with behavioral challenges, thereby enhancing the personalization of inclusive education in Hong Kong.\u003c/p\u003e\n\u003ch3\u003e\u003cem\u003eDual-Track Support: Bridging School and Human-Centered Services\u003c/em\u003e\u003c/h3\u003e\n\u003cp\u003eThe online workshops illuminated the potential of a dual-track approach—integrating school-based education with human-centered services—to address the diverse needs of SEN students in Hong Kong. While existing policies often focus on institutional frameworks (Charitable Choice, 2019), the observed enthusiasm for experiential activities (e.g., “I want to join the workshop one more time” – Participant D) underscores the value of targeted, practice-oriented interventions in uncovering individual strengths. For instance, Participant F, who excelled in the Storytelling Circle, expressed a newfound interest in creative writing, a talent that could be nurtured through tailored online programs. This human-centered focus, enabled by the flexibility of Zoom, allows for personalized development, an area often under-resourced in Hong Kong’s SEN education system.\u003c/p\u003e\n\u003cp\u003eIn practice, schools and NGOs could implement virtual ELT workshops as extracurricular modules, offering a space for SEN youth to practice communication while exploring personal interests, all at zero direct cost. A proposed annual program of 12 online sessions for 10-12 students could be managed by trained facilitators, such as social workers or counselors, who require only a brief online training session (e.g., 4 hours via Zoom, costing HKD 500-800 to organize). These sessions could be integrated into after-school programs, with schools providing scheduling support and NGOs contributing trained staff, creating a sustainable partnership. For example, a virtual creative writing workshop could build on Participant F’s interest, encouraging self-expression while fostering peer collaboration through shared storytelling exercises. This dual-track model ensures that SEN students receive both academic support and opportunities for social-emotional growth, aligning with Hong Kong’s inclusive education goals. Moreover, the online format eliminates barriers such as transportation or venue costs, making it accessible for students in remote or underprivileged areas, thereby broadening the reach of human-centered services across the region.\u003c/p\u003e\n\u003ch3\u003e\u003cem\u003eSupporting Underprivileged SEN Families\u003c/em\u003e\u003c/h3\u003e\n\u003cp\u003eFor underprivileged SEN families, the benefits of virtual ELT workshops are particularly compelling. With 47.5% of such families limited to free activities due to financial constraints (Charitable Choice, 2019), the zero-cost nature of Zoom-based workshops offers an accessible avenue for communication skill development without additional burden. Participants’ improved emotional regulation (100% post-workshop) and increased social eagerness (50%) suggest that ELT can alleviate some pressures on caregivers, who often seek affordable, impactful support for their children’s social-emotional growth.\u003c/p\u003e\n\u003cp\u003eTo ensure equitable access, the Hong Kong government could introduce subsidies to support facilitator training, such as HKD 5000 annually per school to train 10 facilitators, enabling 10 online ELT workshops serving 80-100 students per district. This aligns with the need for cost-effective interventions that empower marginalized groups, ensuring that underprivileged SEN families benefit from practice-based learning, as highlighted by teachers’ calls for more accessible support strategies in Hong Kong (Chow, 2023). Additionally, the online format mitigates logistical barriers, such as travel time or physical accessibility issues, which disproportionately affect low-income families, thereby promoting inclusivity and equity in SEN education.\u003c/p\u003e\n\u003cp\u003eThe scalability of this model also addresses broader systemic challenges in Hong Kong. With many SEN students facing social exclusion due to cultural stigma (Ye et al., 2021), virtual ELT workshops provide a safe, stigma-free environment for interaction, allowing participants to build confidence and social skills without fear of judgment. Caregivers, often burdened by the dual demands of work and caregiving, benefit from the flexibility of online sessions, as they can support their children’s participation without taking time off or incurring expenses. Over time, this model could reduce the emotional and financial strain on families, fostering a more supportive ecosystem for SEN youth. Policymakers could further enhance this approach by integrating virtual ELT into the Education Bureau’s Inclusive Education Policy, ensuring that all SEN students, regardless of socioeconomic status, have access to innovative, cost-free interventions that promote their social and emotional development.\u003c/p\u003e\n\u003cp\u003eCommunity centers, primary, secondary, and special schools could further collaborate with local universities to train education students as facilitators or provide training to counseling students, creating a pipeline of skilled professionals while reducing training costs. For example, a partnership with the University of Hong Kong and Education University of Hong Kong could provide practicum opportunities for students, who would lead workshops under supervision, benefiting both SEN youth and future educators, social workers, and counselors. This could be an effective collaboration that is a win-win for both parties. Such collaborations could also facilitate parent workshops, teaching caregivers strategies to reinforce communication skills at home, thereby creating a holistic support system that addresses both student and family needs in underprivileged communities.\u003c/p\u003e\n\u003ch3\u003e\u003cem\u003eLimitations and Future Directions\u003c/em\u003e\u003c/h3\u003e\n\u003cp\u003eDespite its practical success, this study’s small sample (n = 8) and short duration (two workshops) limit its generalizability, a constraint compounded by the loss of raw data. While observation and summarized surveys provide initial evidence, repeated ELT interventions—perhaps over a semester—could yield deeper insights into sustained skill development. A 12-week virtual program, for instance, could track participants’ communication progress using standardized scales (e.g., the Social Skills Improvement System), offering a clearer picture of long-term impact. Future research should explore larger cohorts, potentially involving multiple Hong Kong schools, to validate these findings and assess scalability across diverse SEN populations.\u003c/p\u003e\n\u003cp\u003eThe online format also presents opportunities for enhancement. Incorporating digital tools, such as video-based reflection, could strengthen ELT’s reflective stage. For example, recording Zoom role-plays and reviewing them with participants could deepen their understanding of communication dynamics, a method already piloted in Singaporean SEN programs with promising results. Additionally, integrating interactive features like virtual whiteboards or real-time polls could enhance engagement, particularly for participants with attention challenges. Nevertheless, the workshops’ feasibility, participant enthusiasm, and zero-cost implementation affirm ELT’s potential as a practical, scalable strategy for SEN education in resource-scarce contexts like Hong Kong, paving the way for broader adoption in both school and community settings.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThis exploratory study demonstrates that Experiential Learning Theory (ELT) can effectively enhance communication skills among SEN youth in Hong Kong, offering a practical and scalable pedagogical approach. Through two workshops, participants exhibited significant gains\u0026mdash;87.5% reported improved communication awareness, 75% noted enhanced daily interactions, and 100% affirmed better emotional understanding\u0026mdash;validating ELT\u0026rsquo;s capacity to transform theoretical principles into tangible outcomes (Kolb, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e1984\u003c/span\u003e). These improvements are particularly meaningful in Hong Kong, where traditional SEN support is limited, with many students receiving minimal speech therapy (Charitable Choice, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). The workshops\u0026rsquo; low-cost design provides a viable solution, with 87.5% of participants preferring it over traditional classroom methods due to its engaging, practice-oriented format.\u003c/p\u003e \u003cp\u003eBeyond individual skill gains, this study underscores ELT\u0026rsquo;s broader implications for inclusive education in the Asia-Pacific region. Hong Kong\u0026rsquo;s SEN landscape, marked by overstretched services and cultural stigma (Ye et al., \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), demands innovative, cost-effective solutions. The workshops\u0026rsquo; success in fostering social engagement (e.g., 50% increased eagerness to meet friends) and emotional regulation suggests that ELT can bridge gaps left by underfunded school-based support.\u003c/p\u003e \u003cp\u003eWhile these findings are promising, the study\u0026rsquo;s small scale (n\u0026thinsp;=\u0026thinsp;8) and short duration necessitate caution in broader applications. Future research should scale up ELT interventions, potentially across multiple Hong Kong schools, and adopt longitudinal designs to assess sustained impacts on communication and social outcomes. Incorporating digital tools, such as video-based reflection, could further enhance ELT\u0026rsquo;s efficacy. For instance, a semester-long program could record role-plays, allowing participants to review and refine their communication strategies, a method already showing promise in regional SEN contexts. Additionally, collaboration with NGOs like the Hong Chi Association could expand ELT\u0026rsquo;s reach, creating a network of community-based workshops to support SEN youth across districts.\u003c/p\u003e \u003cp\u003eThis study establishes a compelling case for ELT as a low-cost, high-impact pedagogy in SEN education, particularly in resource-scarce urban settings. By prioritizing practice over prescription, ELT not only equips SEN youth with essential communication skills but also paves the way for more inclusive, responsive educational systems in Hong Kong and the broader Asia-Pacific region. Policymakers and educators are encouraged to explore ELT\u0026rsquo;s potential, ensuring that SEN students receive the support they need to thrive socially and emotionally in an increasingly interconnected world.\u003c/p\u003e"},{"header":"Declarations","content":"\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eThis paper is finished by YANG independently.\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eThe raw data supporting the findings of this study are no longer available. This research was completed in 2022, and all original data (including questionnaires and observation records) were stored in a university email account that was automatically deleted by the institution following graduation. Consequently, the authors no longer have access to the primary dataset. The results presented in this manuscript are based on summarized findings and facilitator observations derived from the original data prior to its loss, in 2022.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eBandura, A. (1977). \u003cem\u003eSocial learning theory\u003c/em\u003e. Prentice Hall.\u003c/li\u003e\n\u003cli\u003eBrinthaupt, T. M., \u0026amp; Scheier, L. M. (2021). Self, identity, and negative youth adaptation: Introduction to the special issue. \u003cem\u003eSelf and Identity\u003c/em\u003e, 20(1), 1\u0026ndash;14.https://doi.org/10.1080/15298868.2020.1851449\u003c/li\u003e\n\u003cli\u003eBuchert, L. (2014). Learning needs and life skills for youth: An introduction. \u003cem\u003eInternational Review of Education\u003c/em\u003e, 60(2), 163\u0026ndash;176.https://doi.org/10.1007/s11159-014-9411-6\u003c/li\u003e\n\u003cli\u003eCharitable Choice. 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Telling and knowing \u0026ndash; A workshop on the application of the IF model in group counselling supervision with action method. \u003cem\u003e4th Asia Pacific Rim International Counselling \u0026amp; Psychotherapy Conference\u003c/em\u003e, Wuhan, China.\u003c/li\u003e\n\u003cli\u003eTse, P. C. (2017). Promoting self-compassion and self-reflection through the use of action method as an interactive agent in counselling education \u0026ndash; A mixed method. \u003cem\u003e5th Asia Pacific Rim International Counselling \u0026amp; Psychotherapy Conference\u003c/em\u003e, Singapore.\u003c/li\u003e\n\u003cli\u003eVygotsky, L. S. (1978). \u003cem\u003eMind in society: The development of higher psychological processes\u003c/em\u003e. Harvard University Press.\u003c/li\u003e\n\u003cli\u003eYe, F. T. F., Sin, K. F., \u0026amp; Gao, X. (2021). Subjective well-being among parents of children with special educational needs in Hong Kong: Impacts of stigmatized identity and discrimination under social unrest and COVID-19. \u003cem\u003eInternational Journal of Environmental Research and Public Health\u003c/em\u003e, 19(1), 238.https://doi.org/10.3390/ijerph19010238\u003c/li\u003e\n\u003cli\u003eYuen, M., Wu, F., Wong, F., Yeung, P., Lam, C., Chan, K., Ma, G., \u0026amp; Tan, C. Y. (2022). Inclusive education in a Chinese context: A Hong Kong perspective. In W. Beamish \u0026amp; M. Yuen (Eds.), \u003cem\u003eThe inclusion for students with special educational needs across the Asia Pacific: The changing landscape\u003c/em\u003e (pp. 79-93). Springer Nature.https://doi.org/10.1007/978-981-19-2221-3_5\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"Footnotes","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003e This figure illustrates the four-stage learning cycle (Concrete Experience, Reflective Observation, Abstract Conceptualization, Active Experimentation) and corresponding learning styles (Diverger, Assimilator, Converger, Accommodator), which guided the workshop activities.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":false,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Experiential Learning Theory, special educational needs, communication skills, inclusive education","lastPublishedDoi":"10.21203/rs.3.rs-6376217/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6376217/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eYouth with special educational needs (SEN) in Hong Kong often face communication challenges that hinder social integration and emotional well-being, exacerbated by limited educational resources and cultural stigma. This exploratory study investigates the efficacy of Experiential Learning Theory (ELT) in enhancing communication skills among SEN youth through interactive workshops. Two 2-hour workshops were conducted with eight SEN participants aged 16\u0026ndash;23 from special education institutions in Hong Kong, focusing on emotional and conflict management. A mixed-method approach, involving pre- and post-workshop questionnaires and participant observation, assessed changes in communication methods and skills. Findings revealed significant improvements: 87.5% of participants reported enhanced communication awareness, 75% adopted diverse methods (e.g., non-verbal cues), and 100% noted better emotional understanding. Additionally, 87.5% preferred ELT over traditional teaching, highlighting its practical value. This study underscores ELT\u0026rsquo;s potential as a low-cost, scalable pedagogy for SEN education in resource-scarce settings like Hong Kong, contributing to inclusive education discourse in the Asia-Pacific region. Future research should explore longitudinal impacts and digital enhancements to broaden ELT\u0026rsquo;s application for SEN populations.\u003c/p\u003e","manuscriptTitle":"Enhancing Communication Skills of Youth with Special Educational Needs Through Experiential Learning: A Pilot Study in Hong Kong","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-04-15 00:23:59","doi":"10.21203/rs.3.rs-6376217/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"272742ac-5523-436c-b626-758301322811","owner":[],"postedDate":"April 15th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-08-20T12:39:11+00:00","versionOfRecord":[],"versionCreatedAt":"2025-04-15 00:23:59","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6376217","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6376217","identity":"rs-6376217","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}