Kwok Yat-long (Yue Jai) is gifted with high intelligence, but he also has more than one learning disability. Is his path of life destined to be more arduous than others’?
Yat-long, who is currently 17 years old, had done two assessments of learning during primary school. The results found that he had dyslexia, attention deficit and hyperactivity disorder. However, he was identified as a “gifted child” as he got an IQ score of 140. Although Yat-long did not perform well on his academic results, he was able to develop his natural talents in one aspect – “I joined a scientific inventions competition for the first time at Primary 6 and won a prize. Since then, I have been passionate about scientific research.” Before he went to secondary school, he was diagnosed with another disease – Asperger Syndrome, which is a type of autism spectrum disorder.
Despite the various learning disabilities, Yat-long still persists in his pursuit of scientific research. At secondary school, it came as no surprise that he joined the design and technology (D&T) club. He represented his school to join quite a few of competitions and got a lot of awards. As he was merely fond of learning through scientific research, the D&T room had become the only place where he wanted to go at school – ‘The D&T room was my “home field”. It’s so boring when I went back to the classroom. The difference was like heaven and hell!’ Yat-long believes that self-motivated learning is the most effective learning method for him and thus he had never been able to get used to the traditional, mainstream teaching method. Besides, his problem of autism had been the hindrance between him and other students. At senior secondary school, the pressure from assignments was getting bigger. One year ago, Yat-long finished Secondary 4. Nevertheless, he decided to quit school as he lagged behind other students academically and needed to repeat a year.
During the year after he left school, Yat-long had not given up on lear
上天既給了他聰明高智商，但又再給他不止一種學習障礙。
魚仔，郭逸朗的人生路，是否注定要多拐幾個彎？
今年十七歲的魚仔，在小學的時候，曾經接受過兩次學習評估，結果發現有讀寫障礙、專注力不足及過度活躍的情況，不過而同時間亦測試亦出顯示他是智商有達140分的資優生。學業成績一般，但魚仔發現的天賦的智商，卻發揮在另一方面：「小六參加了一次科學發明比賽，還得了獎，自此與科研結了緣」。到升上中學前，他又被確診患有亞氏保加症，是屬於自閉症譜系障礙的一種。
雖然面對種種學習障礙，也無損魚仔對科研學習的追求。上了中學後，他順理成章成為加入設計與科技組的組員，代表學校參加過不少比賽，獲得多個獎項。由於只愛科研，學校的DT (設計與科技)教室，是他唯一上學的目標：「DT 室就是我的主場，回到課室，就覺得好無聊。好比是天堂與地獄！」，魚仔認為自主學習對他來說才是最有效的學習模式，所以對於傳統主流教學，一直無法適應；而因為再加上自閉症的關係問題，亦成為他與同學間相處的障礙。及至升上高中，功課壓力漸大，一年前，完成了中四課程，由於學業成績趕不上而需要留級，於是，最後他讀至中四便決定退學。
退學後的這過去一年裏，魚仔沒有放棄科研方面的學習，他的夢想是以師兄陳易希為目標，希望可以參加國際性創科比賽。不過，沒有學校的支持，要參賽談何容易。為了想要繼續走在科研的路上向前行，他開始作出復學懷疑當初退學的決定！能否要克服自己學習上的障礙，一邊讀書一邊做科研？，這是他此刻所面對的難題。到底理想與現實可否並存?在像魚仔這類處於主流教育邊緣的學生個年紀，哪一條路才是最佳選擇?
