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

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.