"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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隨著特殊教育類別及介入方法的多年發展,有關特殊教育需要的文獻恆河星數,教師很容易迷失在眾多文獻推介的策略,而忽略了在課堂內外,營造正向教學環境的重要性,包括與學生建立有效溝通及良好師生關係。這些返璞歸真建立有效課堂教學的基本要素,在嚴重行為及情緒問題出現時,更能考驗教師及專業團隊的專業操守。核心要素包括:有效溝通、良好師生關係及結構化的課堂規劃,這三個要素在中度智障學校及自閉症譜系障礙學童教學上尤為重要,本文概述香港一所中度智障特殊學校的校本自閉輔導教學計劃,於2014至2016年間開展了「CRS」的教學計劃,「CRS」即代表 : C- 有 效 溝 通 (Communication) 、 R-良好師生關係(Relationship)及S-結構化的課堂規劃(Structure)。計劃主要是針對這三項息息相關的教學原則,利用行政措施及對位的教學策略,進行了對「CRS」的深化探討,並以此作為優化教學的策略,成為學校自閉輔導教學的核心價值。The abundance of researches on intervention methods in special education makes appropriate selection of teaching strategies confirming and sometimes caused the core elements of teaching being ignored. Teachers can get lost easily amongst the universe of research material and methods while forgetting the core education value for creating a positive classroom climate to support students’ learning. These positive support measures include the use of effective communication in building up good teacher-student relationship. These back to the basics of classroom teaching are mastery and effective ways for guiding and testifying good teaching practices especially in the presence of severe behavior and emotional problems. A project named CRS comprising the three core elements of teaching: C - effective communication, R - good student-teacher relationship and S - well-structured classroom activities, was implemented between 2014 and 2016 in a Hong Kong special school for moderate intellectually disabled students. These basic elements are especially vital for the teaching of students with intellectual disability and autistic spectrum disorders. Teaching elements deliberately linked with CRS were set up as administrative guidelines and teaching strategies developed for guiding professional practices to ensure that all school-based autistic teaching programme will be under the scrutiny of these elements. It was found that lessons and activities being planned are more structured and strategically conducted when being applied under the CRS framework.
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本文的主要目的是介紹一套為有特殊教育需要的粵語兒童而設的語文教育套件。此套件包括評估工具、語言發展階梯、課程內容和活動建議。希望套件對學童學習和語文科教師教學有幫助。套件內容包括學習語文中不同的範疇(例如︰聆聽、說話、閱讀和寫作等)的發展概況和資料，可供從事特殊教育工作者，特別是語文教師，參考和使用。此外，在使用套件的過程中，不同的專業人士有一起協作的機會，使彼此均有長足的發展。
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網絡教育透過互聯網的交流和學習，將把現今「以教室為中心」的學習模式，推展至全時間、多元體系的學習模式。特殊教育的老師應發展「以學生為中心」的課程，使學生在認知、態度和技能上產生質變。本文介紹的數碼資訊網頁，把網絡時代與教育連接在一起，說明教師應如何創設適合有特殊教育需要學生的科技化學習環境，如何運用電腦科技教育更新教學策略和方法，提升學習效能。本文亦探討電腦網絡教室及網頁的創設和加強師資科技教育培訓，對師資訓練課程作出建議。「天保民學校數碼資訊城」所提供的網上服務共分四類，包括資訊項目、教育項目、綜合資源及通訊功能。將學生、家長與教職員連成一體，使教育無界域，彼此分享知識資源，迎合新時代的步伐。
[Copyright of 香港特殊教育論壇 is the property of 香港特殊教育學會有限公司. Full article may be available at the publisher's website:
https://sites.google.com/a/seshk.org.hk/seshk-org-hk/c_publication]