The Role of School Counselors in Supporting Students with Autism Spectrum Disorder in Hong Kong Special Administrative Region
DOI:
https://doi.org/10.64229/j4m7jv17Keywords:
Autism Spectrum Disorder, School Counselors, Inclusive Education, Social Skills Training, Hong Kong Special Administrative RegionAbstract
School counselors are pivotal in helping students with autism spectrum disorder (ASD) to improve academically, socially, and emotionally. Empirical research emerges in prominence as significantly important in enhancing the interpersonal communication behaviors of such students in enabling effective peer interactions. Through systematic social skills training and behaviorally based interventions, school counselors enable ASD students to develop and sustain peer relationships, reduce vulnerability to bullying, and create a sense of belonging among their fellow students at school. Based on a quantitative survey of 253 participants of this study, this article writes about the attitude, concerns, and intervention measures of school counselors in Hong Kong Special Administrative Region alone for assisting students with ASD. Findings indicate that individual counseling and social skills training are most crucial but are greatly impeded by insufficient training, resources, and stakeholder support. The study advocates professional development, system support, and evidence-based practice to enhance counselor effectiveness. Schools, policymakers, and future researchers are recommended to ensure inclusive education and improved outcomes for students with ASD.
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Copyright (c) 2025 Wing Cheung Tang, RIOP, AFHKPS, PhD
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