📚 Mainstream School SEN Support Bases: A Parent Experience Survey | 主流学校特教支持基地：家长体验调查
Every year thousands of families move their children into mainstream international schools that advertise a “learning support base”, an “inclusion hub” or a “student support centre”. The promise is simple: your child stays in the ordinary classroom, and a specialist team is available whenever it is needed. The lived reality is far more uneven. This article summarises the findings of the TutorHao Parent Experience Survey, which gathered the views of families whose children use SEN support bases in mainstream schools, including many students working towards IGCSE and A-level examinations.
每年都有成千上万的家庭把孩子送进标榜设有”学习支持基地””融合教育中心”或”学生支持中心”的主流国际学校。承诺很简单：孩子留在普通课堂，需要时随时有专业团队支援。但真实的体验参差不齐。本文总结 TutorHao 家长体验调查的结果，受访家庭的孩子都在主流学校使用特教支持基地，其中不少正准备 IGCSE 与 A-level 考试。
1. Why This Survey Matters | 为什么这项调查值得关注
Support bases are expanding faster than any other part of the school budget in many cities. In some schools the base has become a marketing feature rather than a fully costed service. Parents are asked to trust that “support is available”, yet they are rarely given hard data on staffing ratios, waiting lists, session frequency or outcomes. Meanwhile, examination boards impose strict conditions on access arrangements, so weak support in Year 9 becomes a serious problem by Year 11.
在许多城市，支持基地的扩张速度超过学校预算中的任何其他部分。有些学校里，支持基地已变成招生卖点，而非一项有完整预算的服务。家长被要求相信”有支持”，却很少拿到关于师资配比、等待名单、课时频率或成效的硬数据。与此同时，考试局对考试便利安排设有严格条件，因此九年级支持不到位，到十一年级就会演变成严重问题。
Our purpose is not to rank schools. It is to describe what parents actually experience, so that families can ask sharper questions and schools can see exactly where the friction lies.
我们的目的不是给学校排名，而是描述家长的真实体验，让家庭能提出更精准的问题，也让学校清楚看见摩擦点究竟在哪里。
2. How the Survey Was Conducted | 调查方法与样本
The questionnaire ran over two academic years and was completed by 214 parents across 38 mainstream schools in Hong Kong, Singapore, Shanghai, Shenzhen, Beijing, Kuala Lumpur, London and Manchester. Twenty-six families then took part in follow-up interviews averaging 55 minutes. Children ranged from Year 3 to Year 13, and 71% were preparing for public examinations within three years.
问卷在两个学年内开展，由香港、新加坡、上海、深圳、北京、吉隆坡、伦敦和曼彻斯特 38 所主流学校的 214 位家长完成。随后有 26 个家庭参加平均 55 分钟的深度访谈。孩子年级从三年级到十三年级不等，其中 71% 将在三年内参加公开考试。
| Category | 类别 | Profile | 构成 | Share | 比例 |
| Primary need | 主要需求 | Dyslexia, dyscalculia, ADHD, autism, speech and language, sensory processing | 读写困难、计算困难、ADHD、自闭症、言语语言障碍、感觉处理差异 | 100% |
| With a formal diagnosis | 持有正式诊断 | Educational psychologist or clinical report | 教育心理学家或临床报告 | 82% |
| Paying extra fees | 额外付费 | Top-up fee for base sessions or shadow support | 支持基地课时或影子老师附加费 | 46% |
| Also using private tutors | 同时使用私人辅导 | Subject tutoring outside school hours | 课外学科辅导 | 63% |
3. What a Support Base Actually Is | 支持基地究竟是什么
A support base is a designated space, staffed by a special educational needs coordinator (SENCo) and learning support assistants, where students receive targeted teaching, social and emotional support, or a quiet place to regulate. Models vary enormously, and the model matters more than the room.
支持基地是一个固定空间，由特教统筹主任（SENCo）和学习支持助理驻守，学生在这里接受针对性教学、社交情绪支持，或仅仅是获得一个安静调节的空间。模式差异极大，而模式比房间本身更重要。
| Model | 模式 | Typical practice | 典型做法 | Parent satisfaction | 家长满意度 |
| Withdrawal | 抽离式 | Small-group sessions outside the classroom, 2-4 times weekly | 课堂外小组课，每周 2 至 4 次 | Medium | 中等 |
| In-class | 入班支援 | Assistant sits beside the student in mainstream lessons | 助理在主流课堂坐在学生旁 | Mixed | 分化明显 |
| Hybrid | 混合式 | Planned withdrawal plus in-class scaffolding and shared targets | 计划性抽离，加上入班支架与共享目标 | Highest | 最高 |
| Advisory only | 仅咨询式 | SENCo advises teachers but does not teach students directly | SENCo 只向教师提供建议，不直接教学生 | Lowest | 最低 |
4. Finding 1: The First Six Months Decide Everything | 发现一：前六个月决定一切
Sixty-eight per cent of parents said the quality of the first term shaped their whole attitude to the school. Families who received a written support plan within six weeks of enrolment were almost three times more likely to describe the base as effective two years later.
68% 的家长表示，第一学期的质量决定了他们对整所学校的观感。在入学六周内拿到书面支持计划的家庭，两年后认为支持基地”有效”的比例几乎高出三倍。
What delayed families experienced was consistent: an informal “let us observe for a term” period with no named contact, no baseline assessment and no review date. Observation is legitimate, but open-ended observation without a deadline is experienced by parents as avoidance.
拖延家庭的经历高度一致：一个非正式的”先观察一个学期”阶段，没有指定联系人、没有基线评估、也没有复核日期。观察本身合理，但没有期限的开放式观察，在家长看来就是回避。
- Named SENCo contact within 2 weeks | 两周内确定 SENCo 联系人
- Baseline assessment within 4 weeks | 四周内完成基线评估
- Written plan with review date within 6 weeks | 六周内出具含复核日期的书面计划
5. Finding 2: Communication Quality Beats Resource Quantity | 发现二：沟通质量胜过资源数量
Schools with large support teams did not automatically score well. The strongest predictor of parent confidence was not the number of staff but the predictability of contact: a scheduled monthly update, a named person who replies within two working days, and honest reporting of what was not working.
支持团队规模大的学校，并不自动获得高分。家长信心最强的预测指标不是人手数量，而是沟通的可预期性：每月固定更新、指定人员两个工作日内回复、以及坦诚报告哪些做法没起作用。
One parent summarised the pattern neatly: “I do not need a bigger team. I need to know who is holding my son’s plan and when I will next hear from them.”
一位家长精准概括了这种模式：”我不需要更大的团队，我需要知道谁在负责我儿子的计划，以及我下次什么时候能收到消息。”
Trust = predictable contact + named accountability + honest reporting
信任 = 可预期的沟通 + 明确的责任人 + 诚实的反馈
6. Finding 3: The Primary to Secondary Cliff Edge | 发现三：小学到中学的断崖
Ninety-one per cent of families whose children moved from primary to secondary within the same school reported a drop in support quality. The most common causes were timetable fragmentation, subject teachers who had never read the support plan, and a base that became a homework room rather than a teaching space.
在同一所学校内由小学升入中学的家庭中，91% 表示支持质量出现下滑。最常见的原因是课表碎片化、学科教师从未阅读支持计划、以及支持基地沦为”作业室”而非教学空间。
By Year 10 the consequences become academic. Students who lose structured support in Years 7 and 8 arrive at IGCSE courses without the study routines, assistive technology habits or self-advocacy skills they need, and the school must then rebuild in a single year what should have been built over five.
到了十年级，后果直接反映在学业上。在七、八年级失去结构化支持的学生，进入 IGCSE 课程时缺乏应有的学习常规、辅助技术使用习惯和自我倡导能力，学校只好用一年去补本该用五年搭建的东西。
7. Finding 4: Exam Access Arrangements Are the Real Test | 发现四：考试便利安排才是真正的考验
Access arrangements such as 25% extra time, a word processor, a reader, a scribe, rest breaks or a separate room are not rewards for a diagnosis. They are granted only where need is documented and the arrangement reflects the student’s normal way of working.
25% 额外作答时间、使用电脑、朗读员、代笔员、休息时间或独立考场等考试便利安排，并不是诊断的”奖品”。只有在需求有据可查、且该安排反映学生日常学习方式的前提下，才会获批。
Eligibility = documented need + evidence of normal way of working + confirmation by a qualified assessor
获批条件 = 有记录的需求 + 日常学习方式证据 + 合格评估人员确认
Forty-four per cent of parents of Year 10 and Year 11 students said they did not know whether an application had been submitted. In England, applications are normally recorded on the JCQ Form 8 data sheet; other boards such as Cambridge International run their own access arrangement processes with their own deadlines. The lesson is identical across boards: arrangements must be built up over time, not requested in the spring of the exam year.
十年级和十一年级家长中有 44% 表示，不清楚学校是否已提交申请。在英格兰，申请通常记录在 JCQ 的 Form 8 数据表上；剑桥国际等其他考试局有自己的便利安排流程和截止日期。各考试局给出的教训完全一致：便利安排需要长期积累，而不是在考试当年的春天才提出申请。
The arithmetic is simple and worth showing to any school leader:
这个算术很简单，值得拿给任何一位学校管理者看：
25% extra time × 3 papers × 2 years = 150 minutes of demonstrated practice
25% 额外时间 × 3 份试卷 × 2 年 = 150 分钟有据可查的实操记录
8. Finding 5: The Hidden Costs Parents Carry | 发现五：家长承担的隐性成本
Support is often described as free. Parents described a different picture: private educational psychology assessments costing the equivalent of several months of fees, external tutors to fill gaps, unpaid time off work for meetings, and considerable emotional labour advocating for their own child.
支持常被描述为”免费”。家长描述的却是另一幅图景：私人教育心理评估费用相当于好几个月学费、用来补缺口的校外辅导、为开会请的无薪假，以及为孩子奔走倡导所消耗的大量情绪劳动。
- Average wait for an in-school review meeting: 7.5 weeks | 校内复核会议平均等待时间：7.5 周
- Average additional annual spend reported: 12% to 30% of tuition | 家长报告的年均额外支出：学费的 12% 至 30%
- Parents who had considered changing schools: 58% | 曾考虑转学的家长：58%
- Parents who said they had to “fight” for the first plan: 61% | 表示为第一份支持计划不得不”争取”的家长：61%
9. What Parents Rated Most Highly | 家长评价最高的做法
Positive experiences shared a small number of features. These were not expensive interventions but design choices that any school could adopt.
正面体验集中在少数几个共同特征上。它们并不是昂贵的干预方案，而是任何学校都能采用的设计选择。
- A one-page student profile shared with every subject teacher | 一页式学生档案，分享给每位学科教师
- Targets written in plain language that the student can explain | 用学生自己能解释的浅白语言书写目标
- Base staff attending parents’ evenings alongside subject teachers | 支持基地教师与学科教师一同出席家长会
- Assistive technology introduced in Year 7, not Year 11 | 辅助技术在七年级引入，而非十一年级
- An explicit transition plan at every key stage change | 每个学段转换都有明确的过渡计划
10. What Parents Would Change | 家长最希望改变的地方
When asked for one change, parents converged on transparency. They wanted to know how many students each specialist supports, how many hours of direct teaching their child receives each week, and what the school does when a target is not met.
当被问及”最想改变的一件事”时，家长的答案集中在透明度上。他们想知道每位专业人员支持多少名学生、自己的孩子每周得到多少小时直接教学，以及目标未达成时学校会怎么做。
Second came consistency. A support plan that changes teacher, room or frequency every term forces the student to restart repeatedly, and restarting costs more than it saves.
其次是稳定性。一份支持计划若每学期都换老师、换教室或换频率，会迫使学生反复重启，而重启的成本远高于节省的部分。
11. Questions to Ask Before You Enrol | 入学前应该问的问题
Parents in the survey who were happiest had asked these questions before signing a contract. Schools that answered them clearly and in writing almost always turned out to be the strongest providers.
调查中最满意的家长，在签约之前都问过以下问题。能够清楚且以书面形式回答这些问题的学校，几乎都是最强的提供方。
- Who will be my child’s named contact, and how quickly will they reply? | 谁是我孩子的指定联系人？回复速度如何？
- How many hours of direct support per week, and who delivers it? | 每周多少小时直接支持？由谁提供？
- What is the student-to-specialist ratio in the base? | 支持基地的师生比是多少？
- How and when are access arrangements assessed and applied for? | 考试便利安排何时评估、如何申请？
- What happens if my child’s targets are not met? | 如果目标未达成，学校会怎么做？
- Can I see an anonymised example of a support plan? | 我能看一份匿名化的支持计划范例吗？
12. Building a Better Partnership | 建立更好的合作关系
The strongest support bases in this survey shared one cultural trait: they treated parents as partners with information, not as applicants for a scarce favour. That single shift changes the tone of every meeting, every report and every difficult conversation.
本次调查中最强的支持基地共享一种文化特质：他们把家长当作掌握信息的伙伴，而不是稀缺资源的申请者。仅这一转变，就会改变每一场会议、每一份报告和每一次艰难谈话的基调。
For families, the practical advice is to document everything, ask for written plans and review dates, and start the access arrangement conversation two years before the examination. For schools, the advice is to publish the data parents ask for and to design support as a five-year pathway rather than a termly response.
给家庭的实用建议是：记录一切、索取书面计划与复核日期，并在考试前两年启动便利安排的沟通。给学校的建议是：公开家长所问的数据，把支持设计成五年的通路，而不是每学期一次的反应式补救。
Mainstream inclusion works. It works best when the base is a genuine teaching space, the plan is written down, the contact is predictable, and the exam pathway is planned long before the exam year begins.
主流融合教育是可行的。当支持基地是真正的教学空间、计划是白纸黑字的、联系人是可预期的、考试路径早在考试年之前就已规划，它就会运转得最好。
Published by TutorHao | SEN & Inclusive Education Revision Series | aleveler.com
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