香港政府倡導融合教育，照顧學生多樣化，亦鼓勵學生達致全人發展，但教師工作繁忙，如何同時達成二者目標實屬挑戰。本文旨在為初高中和專上教育教師提供能夠糅合二者的教學方法，文章介紹了「服務學習」概念，強調教學時需「服務」和「學習」並重，給予學生機會設計和帶領活動，學習理解不同群體的需要，深入反思社會現況。研究團隊有系統地建立了一套「服務學習」框架，並以香港教育大學和香港浸會大學的合作計劃為參考示範。The advocate of inclusive education and whole person development has been one of the major missions of Hong Kong government, but to fulfill the goal of such mission in the classroom poses a great challenge to teachers. The present paper aims to provide a pedagogy for teachers of secondary and tertiary educations that achieves both the purposes of inclusive education and whole person development. The concept “Service-Learning” which emphasizes the importance of “service” and “learning” in teaching is introduced. Teacher following such pedagogy offers student chances to organize and undertake activity, to learn to understand the needs of different people and to have a deep reflection about the society. Our team, based on the concept, has developed a structural framework to operationalize the concept in teaching and a project co-organized by The Education University of Hong Kong and Hong Kong Baptist University is provided as case demonstration for reference. Copyright © 2019 香港教師中心.

The role of emotions in student engagement has been examined in many studies. However, little is known about how emotional intelligence (EI) is related to engagement and other key learning outcomes in higher education. To fill this gap, this study examined how EI is associated with student engagement and how EI and engagement jointly predict key learning outcomes in higher education, including the students’ GPA, generic outcomes, and satisfaction with the university experience. The study adopted a prospective longitudinal design involving 560 first-year students from 10 faculties of a university in Hong Kong. The data were collected at two-time points, namely before the start and after the end of the students’ first year in the university. Structural equation modeling was employed to test the measurement and hypothesized models. Results indicated that EI positively predicted all dimensions of student engagement and promoted key learning outcomes (including GPA, generic learning outcomes, and students’ satisfaction with the university) via the different dimensions of student engagement. The model also explained 16%, 44%, and 38% of the students’ GPA, generic learning outcomes, and satisfaction with their university experience, respectively. This study provides empirical evidence on the positive effect of EI on the students’ optimal functioning in the higher education context. Implications of the findings are discussed. Copyright © 2020 Instituto Superior de Psicologia Aplicada, Lisboa and Springer Nature B.V.

This study adopted a pre- and post-intervention design to develop and investigate the efficacy of the social inclusion intervention for pre-schoolers with social communication deficit (SCD). It is based on the operant conditioning theory to promote peer acceptance and positive attitude towards children with SCD for their friendship formation in inclusive preschool settings. The participants were 128 pre-schoolers aged from 3 years 9 months to 6 years 11 months old (Mean age = 4 years 9 months) in Hong Kong. There were 54 children with SCD and 74 without SCD with 71 boys and 57 girls. A quasi-experimental research design was conducted, and quantitative data analysis methods were applied. The data were analyzed using a mixed measures ANOVA, followed by two-way ANOVA and independent samples t test or pair samples t test for further analysis. By comparing the sociometric, observation, and questionnaire data before and after the social inclusion intervention, the changes in the sociometric status, interaction frequency, and questionnaire scores of the participants were analyzed. The results indicated a significant increase in popularity and decrease in peer rejection for social acceptance level (SAL) and gain in mutual friendships (MF), F (1, 124) = 4.74, p < .05, ηp² = .04, for all children (both SCD and non-SCD) in the experimental class. No significant differences were found in the Mutual Social Interaction (MSI) and Social Inclusion Status (SIST) scores for all children in the experimental and control class, ps > .05. The performance across the diagnostic types (SCD versus non-SCD ) were further compared. The results in the SCD group revealed a statistically significant gain in the production of SAL and MF, F (1, 124) = 5.08, p < .05, ηp² = .04, and no statistically significant differences in MSI and SIST, ps > .05. The key findings suggested that the novel intervention in the current study is effective to enhance children’s social acceptance level and friendship formation

According to the Hong Kong Education Bureau, the number of students with special education needs (SEN) has been on the rise. In order to cope with an increasing demand for inclusive education, professional training programmes aiming for pre-service teachers to educate students with SEN have increased locally. Guided by the theory of planned behaviour, this study aims to investigate the relations between Chinese pre-service teachers' views and self-efficacy in implementing inclusive education in Hong Kong. A total of 94 Chinese pre-service teachers were recruited at a public university to complete an online questionnaire. Controlling for age, teaching experience, and relevant training, differential effects were found between pre-service teachers' views and self-efficacy. Specifically, teachers' positive attitudes towards inclusion were related to their greater self-efficacy in implementing inclusive instructions and managing students' behaviours. Teachers' fewer sentiments about inclusion were related to their greater self-efficacy in collaborating with parents and professionals. Teachers' fewer concerns about knowledge, workload, and overall feasibility were also related to their greater self-efficacy in collaboration and behavioural management. These findings broaden the literature and inform policy makers the need to strengthen teachers' efficacy by reducing practical barriers and increasing their positive attitudes towards inclusion. Copyright © 2019 Informa UK Limited, trading as Taylor & Francis Group.

Inclusive education has been promoted in primary and secondary schools in Hong Kong since the 1990s, and it has now spread to pre-primary education. Without qualified teachers and sufficient resources, however, it is difficult to implement inclusion in early childhood settings. This case study investigated how inclusive education was practised in an ordinary kindergarten in Hong Kong with a focus on its benefits and challenges. Two children with special educational needs, their teachers and parents, the learning support team members, and the school principal were involved in the study, which included the triangulation of observations, interviews, and documentation analysis. The results indicated that (1) the chosen kindergarten demonstrated a variety of inclusive practices and (2) although there were some problems and difficulties, all of the participants interviewed showed positive attitudes towards the inclusive programme. The implications and challenges of implementing inclusion in Hong Kong early childhood settings are discussed.
[Copyright of Early Child Development and Care is the property of Routledge.]

This article analysed missionaries' roles in the development of general and special education by examining the relationship between the Great Commission and education and the biblical perspective on disabilities as the foundational links between their work and inclusive education. While missionaries have not been directly involved in the practices of inclusive education today, their work in initiating and formalising special education services has facilitated a more welcoming attitude toward individuals with disabilities, and propelled governments around the globe to make special and inclusive education a public responsibility when socio-political environments demand it. To provide a concrete illustration, this article used Hong Kong as an example by examining missionaries' key involvements and impact in its development of public education from the early colonial era to today's inclusive education. The missionaries' legacy in Hong Kong's inclusive education development lay in their nurturing of Christian educators as supported by a high number of public Christian schools and Christian educators advocated for inclusive education, and in their efforts to formalise special education during the early colonial era (175).
[Copyright of Journal of Beliefs & Values: Studies in Religion & Education is the property of Routledge.]

According to two updated statistical reports, in 2014/2015, there are 17,981 students with special educational needs (SEN) integrated in mainstream schools. In 2017/2018, 7,896 students are learning in 62 special schools in Hong Kong. In searching for equality for students with SEN, for both special and inclusive schools, there is a common goal to help these students achieve as much independence as they can and “become well-adjusted individuals in the community”, so as to maximize these students’ potential to the full (Education Bureau, 2017). Unfortunately, there are relatively limited studies to investigate parents’ views of post-school transition options from a comparative perspective. With an aim to collect in-depth data from parents, this study conducted focus group interviews among two groups of parents. Among these options, early employment, sub-degree programmes, and further education in universities are three major options reported. Compared to parents of SEN students in special schools, those in mainstream schools reflected their stronger desire, but a relatively unrealistic transition option for mainly expecting their SEN students to continue education in universities. For parents of SEN students in special schools, although they understand early employment at sheltered workshops may be a main transition option for their children, they also raised their concerns and made recommendations to improve services of existing sheltered workshops in Hong Kong. Based on the results and an official implementation of career guidance and lifelong planning education since 2014 in both educational settings, we discussed potential solutions for catering for SEN students’ successful transition needs. Copyright © 2018 HKERA International Conference.

香港推行十二年免費教育，很多殘疾學生，無論就讀於主流學校或特殊學校，都可以完成高中學習階段，而生涯規劃，也是學校教育的重點。在盡展學生的潛能的概念下，為殘疾學生提供的教育及訓練，有根本的轉變。殘疾學生的生涯發展需要，已由簡單的技能評估及訓練，超越至擴闊視野、引發興趣、設定目標、培養能力及體驗學習。不少研究指出，如能以殘疾學生的興趣及優勢，配合社區支援及自主學習動機，更能發揮他們的專長，有助他們融入社會及公開就業。講者將綜合近年支援殘疾學生的措施及經驗，介紹生涯規劃的內容及重要性，協助殘疾學生如何從學習到就業階段的準備，期望能結集不同的社會力量，為殘疾人士創造機遇，指出未來發展方向。 Copyright © 2018 殘疾人士就業能力研討會.

本文是探討如何運用校本電子教材，提升特殊學校不同科目的教學效能，如「個別差異照顧」、「自主學習」、「混合式教學」、「互動模式及師生角色」等。結果顯示，透過校本電子教材教學，教師在「個別差異照顧」及「自主學習」等方面，意識非常清晰，提升了學生的學習動機和課業表現。結論指出教師應多利用電子教科書的優勢，提供不同互動方式，使教學更能以「學生為本」。This paper is to examine the effectiveness of school-based e-learning materials in the aspects of learning diversity, self-regulated learning (SRL), blended learning mode; and interaction mode & role of teacher and students in special schools. From the findings, with the use of the school-based e-learning materials in teaching, the teachers were with good awareness on the learning diversity and SRL that led to the enhancement of learning motivation and performance among students. It was recommended that teachers should make full use of the e-learning materials so as to provide different interactive learning. This will help the learning be more student-centered. Copyright © 2018 特殊教育學會有限公司.