作為凝聚有特殊教育需要子女家長的處所，特殊學校是有責任組織適切的活動，支援家長克服子女的學習及成長困難。本文概述一所收取中度智障學童的學校，如何透過發展性小組去支援校內的家長，並探討如何就這些孩子家長的需要、家校合作的現況、家長參與的層次與區分、家長賦權歷程、學校背景、朋輩輔導及小組發展歷程等概念，去全面理解不同持分者在籌辦家長互助小組過程中，要準備的工作及注意事項。透過有層次地去組織支援家長的「伴你同行」小組，除能夠支援更有需要的家長，加強他們處理子女學習、行為、情緒問題，增強親子關係並完備家庭與學校合作的同時，亦促使家長間建立一個非常規的支持和朋輩網絡。 Special schools being a place for gathering parents of students with special educational needs bear the responsibility of organizing supporting services for these parents to overcome difficulties encounter by their children. The paper describes the efforts of a special school for moderate intellectually disabled students in applying developmental group work to support the parents of the school. While considering the needs of these parents, current trends of home-school cooperation, differentiated levels of parental involvement in a school, parent empowerment process, school background, peer tutoring and group development processes for enhancing the understanding of different stake-holders of the school to plan and organize parent groups of such purposes are examined and applied. In the end, not only that the parent support group supported the more needy parents in strengthening their methods of coping with learning, behavioural, emotional difficulties and parent-child relationship. The support group too facilitated home school cooperation process, an informal peer support network amongst these parents is formed as another source of support for parents of the school.
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本文探討在倡議智障人士應有生涯規劃下，香港的特教工作者可以如何為智障人士設定引向其期望的生涯規劃。在缺乏成人出路的配套，許多智障人士畢業後變成宅男、宅女。少數得到安置的智障人士，由於成人單位人手不足，他們的生涯亦在少活動、長等待中過去，要求提昇人手比例或生活照顧質素看似奢求。智障人士家長面對子女的醫療、居住、交通等種種生活難題，得到的只是政府重覆的敷衍回應，家長的訴求退卻至致力減少輪候的年期。通過作者個人觀察及實踐體驗，本文提出一些對智障人士生涯規劃的初步建議。 This paper looks at how in advocating for the right to proper career planning, special educators in Hong Kong should guide people with intellectual disabilities to achieve their expected career path. Without the provision of adequate exit arrangements for career placements, many students with intellectual disabilities become unemployed after completion of their school education. For the few who have been given immediate placements, there are very few activities organized for them as adult service units are always short of staff. They tend to spend most of the time idling. Any request to raise the staffing ratio and the quality of care appears to be luxurious. Confronted with other problems in medical services, housing and transportation, what parents of people with intellectual disabilities get are repeated casual responses from the government resulting in parents only asking for the shortening of waiting period. Through personal observation and practical experiences of the author, this paper offers some initial suggestions on career planning for people with disabilities.
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本文敍述本地一所中學如何透過全面地改革課程、教材、教學法及評估,推進融合教育發展的一段歷程。該校副校長以局內人的身份,闡述學校如何打破教師「各自為政」的文化,培育着重分享協作的團隊,以照顧不斷增加有學習困難學生的需要。This paper chronicles the comprehensive restructuring in curriculum, learning materials, instructional practices, and assessment in a local secondary school moving towards inclusive provision. It is written from the insider’s perspective of the school’s Vice Principal who recounts how the school moved away from practices of teaching in isolation and embraced a culture based on sharing and collaboration among teachers to accommodate the needs of an increasing number of students with learning difficulties.
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香港課程改革，乃是順應當前時段的需要，雖不免會為一般學校帶來負擔，其實亦能給予機會，提升教育質素。然而，有人說，課改指引往往偏重主流學校，與特殊學校(特別是嚴重弱智學校)的兒童的學力傾向搭配不上，需要加以調整和活用，才能銜接起來。本文初步介紹多所特殊學校工作人員在這方面的努力，並作出一般建議。特校同工每日忙碌之中，往往想要的不僅是由上而下達的指令，更盼望有持續的研討、進修機會，和豐富的教學資源與支援。特校同工應以課程改革指引為基礎，推動以學會學習、全人發展、終身學習，配合以學生為本的高品質教學內容，致力促進特教子弟們的共通能力，同時亦需包涵各個有實效的學習領域；我們亦應鼓勵第一線教職人員，在政策領導與高等教育專業人士的技術支援之下，全程參與、主導，以增加更佳成效。
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融合教育的理念在香港少有爭議，然而其實踐却引來業界以至整個社會的不安。而收納有特殊學習需要學童的主流學校數目亦有增無已，自1999年教育署正式啟動「融合教育計劃」後至去年止，已超過半數香港主流小學參加了「融合教育計劃」。這項標示人權、公平、與「反隔離」的教育倡導，漸成香港教育改革中的一項重要議程。然而，除了政府的正面報導外，不論在報章上、學術研討會上，或在學界的調查研究中，我們都可接收到各類有關持份者痛陳目前的融合教育政策與執行缺失的訊息。為數非少的家長、主流學校、及特殊學校都在這看似融合美境之中叫苦連連。本文從教育生態角度，剖析香港十年教改與融合教育措施的互動關係，分析主流學校與特殊學校的藍海策略，提出可借鏡某些國家承認雙重國籍的方案，提供融合生雙重學籍，以解構教育系統二分法造成的三輸局面。 The conceptual good will behind integrated education in Hong Kong attracts very little debate, while its implementation arouses unrest amongst the education sector and the community at large. Since the inception of integrated education by the Government in 1999, statistics last year indicated that there were more and more schools joining the programme and over half of the primary schools in Hong Kong have then joined the programme. This new trend, demonstrating the respect for human rights, equality and anti-segregation, is now becoming one of the key issues of concern within the education reform of Hong Kong. Except the favorable remarks made by the Government about the policy, there were heated debates in the education sector and the public concerning the negative impacts resulting from the implementation of integrated education within the media, academic conferences and researches. Parents, mainstream schools as well as special schools are all agonizing about the glossy picture painted for the policy. Using an ecological perspective to look at the implementation of integrated education in the past 10 years while focusing on the dynamics between the education reform issues and strategies for integrated education, the "Blue Ocean Strategy" can be adopted as a basic principle for mainstream and special schools to work successfully together. Similar to a country giving recognition to dual nationality, one of the strategies might be the adoption of a dual-registration system for students to register with both types of school for ensuring their successful survival within integrated education. The proposal can be a practical

本行動研究就香港紅十字會甘迺中心的貫通專業團隊於課堂時段的兩種協作模式───「貫通專業團隊主題式協作」(下稱「社適課」)和「治療師與科任老師合作」，探討二者對學生學習及專業交流的不同效果，藉以找出一個比較有效的貫通專業團隊合作摸式。研究分上、下學期兩個時段進行，上學期試行「治療師與科任老師合作」的方式，下學期試行「社適課」的方式，以學生於兩個時期各方面的表現，作出比較。研究對象為12名5-8歲就讀小一的身體弱能兒童。參與的職員設計及填寫兩份表格︰「社適課」行動研究學生評估表及「引導式教育」行動研究職員記錄表，並進行前測及後測，收集數據。研究結果顯示兩種模式各有優勝；「治療師與科任老師合作」模式較能照顧個別學生在學科技能上的發展，而「社適課」模式則優於促進學生成長的全面發展。 This action research aims at comparing two modes of trans-disciplinary approach under the notion of Conductive Education currently being adopted in the Hong Kong Red Cross John F. Kennedy Centre, i.e "Theme-based Collaboration" (or "Social Competence lessons) and "Subject-based Collaboration" (which involved co-teaching by therapists and class teachers) The objective is to find out which mode of collaboration is more effective for student learning and professional collaboration. The research was carried out in two phases during the same school year, one in each term. In the first school term, theapists and subject teachers collaborated on subject basis in designated Chinese Language, Physical Education and Visual Arts lessons. In the second term, therapists and the class teacher collaborated on theme basis. Twelve students from the same class of primary one, aged from 5 to 8, were chosen to be the subjects of the research. Participating staff members designed corresponding "Action Research Students Performance Assessment Forms" and "Staff Evaluation Forms". Data was collected by recording their own observation during the observed periods. The results showed that both modes have their respective merits. Skills of individual students could be better trained on subject matters when therapists and subject teachers collaborated, whereas students' personal development could be better facilitated when therapists worked with class teacher on "theme-based collaboration".
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"雲計算"甫自推出便被認定為︰面向所有普通用戶的計算系統。進入2010年，"雲計算"迅速普及，帶給社會的是訊息資源獲得的便利性及使用率的提高；而為支持者稱道的是其開放性和互動性。"雲計算"與"雲儲存"在工商界、在公共服務領域、在教育界的應用與探索備受多國關注，認為這是一項足以改變未來世界的重大科技發明。本文嘗從"雲計算"對特殊學習需要學童的學程經營的啟示，簡述一所特殊學校將生本學程經營平台轉移至"雲平台"上經營；讓教師、家長、及不同的專業工作者，透過即時、互動的網上協作活動，分享訊息並共參與建構生本的學與教流程。就這實踐經驗，筆者倡議為保障融合生在融入主流教育系統時的學習質素，可考慮為每一名特殊教育學習需要學生建立一個跨專業、跨家校、及跨教育系統的"融合雲"。 When 'Cloud Computing' was first introduced, it was regarded as a computing system for all users. Entering 2010,'Cloud Computing' was widely used and seen as an elevated tool of convenience and utilization to obtain information resources; while from the supporters' perspective, the benefit is the openness and interaction that it brings to the users. Many countries are attracted to both 'Cloud Computing' and 'Cloud Storage'. They thought that this technological innovation will bring huge changes in the future in the aspects of its application and discovery in both the industrial and commercial sectors, public services and education sector. This articles aims to summarize the transformation of traditional 'Student-based' learning platform into 'Cloud Platform' being inspired by 'Cloud Computing' that impacted on the learning process of students with special educational needs. And how the new platform enables teachers, parents and various professional workers to share information and participate in establishing the student-based flow of 'learning and teaching' as well as collaborative activities through instantaneous interactive web-based activities. The information sharing will bring about mutual participation and construction of teaching and learning activities. Based upon the practical experiences, the author suggests that in order to safeguard the quality of education services for integrated students in the mainstream education system, an 'Inclusive Cloud' comprising of interdisciplinary professionals, interactive home-school and educational systems should be constructed for every student with special educational needs.
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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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