Connecting Through Experience: Strengthening Communication Skills in Youth with Special Needs

Introduction
In many Asian cultures, discrimination and comparison can lead to self-stigmatization among youth with special needs (SEN) and their parents (Mak & Kwok, 2010). Self-stigma involves internalizing societal stigma, which can result in negative self-evaluations, heightened negative emotions, and behavioral withdrawal (Corrigan & Watson, 2002). Consequently, SEN youth often develop negative self-concepts, self-identities, and social withdrawal.

Given the predisposition of SEN youth to form negative self-perceptions, this research aims to explore the effectiveness of Experiential Learning Theory (ELT) as a teaching model to enhance communication skills. By improving communication skills, SEN youth can better their self-image and identity, which tended to dis-stigmatized themselves. The objective is to mitigate developmental deviations and improve communication skills, including social and emotional competencies. This study designs a pilot workshop to investigate the in-depth effectiveness of ELT in education and to provide policy recommendations for improving SEN education in Hong Kong. The anticipated outcomes of this research are as follows:
1. ELT can positively strengthen communication skills for SEN youth.
2. ELT in teaching can enhance social and emotional competencies for SEN youth.

Workshop Design
Experiential Learning Theory
Experiential Learning Theory (ELT) emphasizes cognition over affect and behavioral learning theories, which often neglect the role of subjective experience and consciousness in the learning process (Kolb, 1984, p. 41). ELT serves as a holistic and adaptive learning process that integrates experience, perception, cognition, and behavior. The workshop design incorporates the four key elements of ELT: Concrete Experience (CE), Abstract Conceptualization (AC), Reflective Observation (RO), and Active Experimentation (AE).

Research Method
Tomasulo (1998) introduced practical applications of action methods in group psychotherapy, developing the Interactive-Behavioral Model for group counseling tailored to individuals with mental retardation. In 2017, Tse reinforced action methods to foster self-compassion and selfreflection. Following this framework, a series of workshops grounded in the experiential learning approach was designed, developed, and conducted for the target group of SEN youth. The active practice of skills through role-plays and games enables youth to learn via observation, actual participation, and interaction with peers and facilitators. The workshops emphasize the significance of a healthy self-identity within a relaxed and enjoyable setting.

Humans interact through both verbal and non-verbal communication methods. Participants will be exposed to various communication tools and methods. By engaging in a series of workshops, SEN youth should achieve the following objectives by the end of the program:
1. Gain a deeper understanding of themselves.
2. Enhance their emotional and social competencies.
3. Establish positive relationships with family, colleagues, and peers.
4. Understand various communication methods, both verbal and non-verbal.
5. Practice effective communication skills in group settings.

Each workshop is aligned with specific objectives based on themes such as:

Emotional Management
Participants will become familiar with various types of emotional expression and learn to appreciate the feelings expressed by themselves and others.

Conflict Management
This workshop will explore different styles of conflict management, acknowledging that conflicts naturally arise when individual values and work collide.

Data Collection
The research utilizes two data collection methods: questionnaires and observations. A total of eight participants were recruited from local SEN associations and special schools in Hong Kong.

Findings
Participant Engagement
Most participants exhibited a positive attitude and engagement during the workshops, with 62.5% reporting high levels of involvement. They actively participated through both verbal and non-verbal responses, including sharing their thoughts and displaying positive body language.

Background Information
Participants ranged in age from 16 to 23 years, with 62.5% identifying as male and 37.5% as female. Many expressed dissatisfaction with their interpersonal relationships, with 87.5% believing they lacked communication skills.

Communication Methods
Prior to the workshops, participants predominantly utilized verbal communication (50%). Postworkshop, 75% expressed a willingness to explore alternative communication methods beyond speaking and texting.

Communication Elements
Before the workshops, participants identified content, interaction, and tone as key elements of communication. Following the workshops, there was an increased recognition of the importance of expression and interaction.

Communication Skills
After the workshops, 87.5% of participants reported enhanced confidence in listening, responding, and articulating their ideas, accompanied by a reduction in misunderstandings.

Social and Emotional Competencies
Post-workshop, participants felt more inclined to meet new friends and experienced reduced nervousness during social interactions.

Effectiveness of the Workshop
Seventy-five percent of participants believed the workshops improved their daily communication, and 87.5% felt that experiential learning was more effective than traditional classroom teaching for acquiring communication skills.

Discussion and Limitations
Functions of ELT in SEN Teaching
ELT promotes the development of participants' social and emotional competencies through practical activities, showcasing its potential in SEN settings. Participants gained positive learning experiences through interaction, thereby enhancing their self-reflection and observational skills.

Implementation in Inclusive Education
The study highlights the challenges facing SEN education in Hong Kong, particularly due to insufficient resources. ELT is viewed as an effective instructional strategy that can enhance students' social skills and emotional understanding within constrained resource environments. By flexibly applying this theory, the diverse learning needs of students can be better addressed.

Necessity of Dual Support Services
Existing policies primarily focus on school-level interventions, often failing to identify and meet the unique needs of each student effectively. Introducing human-based support services in Hong Kong could facilitate more personalized teaching, enabling students to discover their interests and potential, thus fostering personal development.

Support for Underprivileged SEN Families
Many underprivileged families experience economic pressures that hinder their ability to support the personal development of SEN children. It is recommended that the government allocate additional funding to ensure these families can provide the necessary resources for their children's education and development, fostering more sustainable support.

Limitations and Future Prospects
The discussion acknowledges the study's limitations, including sample size and the timeframe for data collection. To comprehensively evaluate the effects of experiential learning, future research should consider longer follow-up periods and larger sample sizes. Additionally, the potential of this teaching method to enhance students' confidence and social skills merits further exploration and promotion.

Conclusion
The application of ELT in SEN education can significantly enhance learning motivation and outcomes. Given the inadequate resources available for inclusive education and SEN support in Hong Kong, ELT should be advocated as a common teaching strategy due to its cost-effectiveness and positive outcomes, which do not necessitate specialized staff. Furthermore, implementing dual tracks of human-based support services can help identify the unique talents and interests of each SEN student, facilitating targeted development. ELT can serve as a strategic framework for humanbased pilot training aimed at educating communication skills for SEN youth, ultimately fostering their self-development.