融通課程與引導式教育的結合 : 經驗分享

融通課程與引導式教育的結合 : 經驗分享

• 湯錦業
• 蔡奕玲
• 刁詠茵
• 馬天欣

香港特殊教育論壇, 13, 54-63, 2011

香港特殊教育學會有限公司

2011

• E Special Education
  • EB Education for Students with Intellectual Disabilities

引導式教育 融通課程 習作程序 小肌能訓練 大肌能訓練 Conductive Education The SAME Curriculum Task Series Fine Motor Training Gross Motor Training

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

• View Full Text 全文連結

作為一所服務嚴重智障學生的特殊學校，教育與治療取向相輔相成，引導式教育正正結合了該兩個元素，讓身體弱能學生納入一個整全的發展和學習當中。過往引導式教育配合校本課程施行，學生在訓練和學習上均見成效，但由於校本課程採用單元式教學，未能兼顧學習領域的廣度和深度，是故學校在去年引入「融通」課程(英文縮寫S.A.M.E)。引導式教育與融通課程的共存成為了新的組合，兩者都需按情況進行調適，而參與的學生、家長及同工亦須面對不同的轉變和挑戰。 Education and therapy are complementary and equally important for the education of students with severe intellectual disabilities. Conductive education integrates these two important elements and brings in a holistic learning and developmental process for these students. In the past conductive education activities in the writers' school were matched with the school-based curriculum and there were some positive effects on training and learning. However as these were implemented in the Thematic Unit Teaching System of the school-based curriculum, some of the elements that provided breadth and depth of the key learning areas might have been missed out. This drove the school to introduce the SAME approach last year to replace the Thematic Unit Approach. The co-existence of the SAME and conductive education approach calls for mutual adaptation and poses a new challenge to students, parents and teachers.
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• Chinese

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2019-04-09