Developing an inclusive curriculum: Every teacher matters

Developing an inclusive curriculum: Every teacher matters

• Humphreys, Keith A.

Hong Kong Special Education Forum, 12, 1-15, 2010

Special Education Society of Hong Kong Ltd.

2010

• D Curriculum
  • DB Development & Evaluation
• E Special Education
  • EG Inclusive Education

Inclusive Curriculum Paradigm Shift One Common Curriculum for All Attainment Levels Critical Community Effective Leadership Student Centred Learning 全納課程 範式轉移 同一課程 能力水平 批判性社群 高效益領導 學生為中心學習

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

• View Full Text 全文連結

The development of inclusive education practices have led to worldwide discussion of how best to deliver a more equal education apportunity for all. In Hong Kong this has led to the development of the concept of an inclusive curriculum for special schools. This paper looks at the implications of writing an inclusive curriculum that has common curriculum content for all pupils that is based on the State curriculum. Over a four year period, nine special schools for pupils of different designated disability collectively pooled their resources to work for one common curriculum goal. In doing so they discovered that the biggest challenge was to the teacher's hearts and minds. Over 130 teachers were involved in the project. It required a significant paradigm shift in the way the teachers thought both about what they taught and how they taught. It required a common team effort within and across each school. It was apparent that providing equal opportunity to raise standards of education for the all the pupils required the recognition that every teacher had to change their way of thinking, every teacher matters. 全納教育的發展及實踐已引發了全球性的討論，討論焦點為如何為所有學生提供平等教育機會的最佳方法。在香港，一個全納課程的概念正在特殊學校中發展。本文檢視這一套以中央課程為本及以課程內容適合所有學生的原則下發展的全納課程範式及其所涉及的問題。過去四年，九間收納不同弱能類別學生的特殊學校匯聚他們的資源，致力為達致同一課程目標工作。過程中，最大的挑戰來自教師的心能及熱誠。超過130位教師參與這個計劃。這計劃涉及一個重要的範式轉移，教師需要就教學內容及教學方法重新思考。這計劃亦需要學校共同努力。計劃顯示要達到為所有學生提供平等機會及提升教育水平的目的，每一位教師都需要改變他的思維方式︰一位教師都也不能少！
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• English

Journal Articles

• 15627861

https://bibliography.lib.eduhk.hk/bibs/90888c7b

2019-03-07