戲劇教育自1980到1990年代輸入臺灣和香港的幼兒教育，作為一個課程改革的方法，過去多數研究集中在教學的實踐，很少以社會文化對照的角度分析這個來自西方的教育模式在地化過程。本文以「全球在地化」的理論，運用視像人種誌的研究方法，透過臺港兩地教學案例，探索與描述兩地幼兒機構進行戲劇教育全球在地化的實踐。研究結果發現，在戲劇教育模式、課程定位及教學方法等面向，臺灣具有調和、主軸及兒童本位的特點，而香港則是單一、邊陲與劇藝的特性。究其因多半和社會文化背景、教育體制、教師培訓和戲劇教育推動方式等方面的差異有關。另外，兩地戲劇教育研究員也從對話中找到可互相參考的全球在地化策略，做為未來亞洲國家發展戲劇教育在地化的借鏡。As a pedagogy for curriculum innovation, drama education was introduced to Taiwan and Hong Kong early childhood education in the period between 1980 and 1990. Previous studies have mostly focused on the use of drama education, but rarely looked into the localization of this western teaching mode from a socio-cultural perspective. Based on the theories of glocalization, this paper examined lesson samples from Taiwan and Hong Kong by visual ethnography to explore and describe the processes and modes of glocalization of drama education in the two regions. The results showed that with respect to the drama education approaches, curriculum positions and teaching methods, Taiwan implements drama education with a mixture of various approaches and views it as a child-centered, core practice, while Hong Kong uses it in a relatively homogeneous, peripheral and theatrical manner. This discrepancy mostly resulted from different colonization backgrounds, education policies, teacher trainings and ways of promoting drama education. In addition, through dialogues the researchers of drama education from these two regions have made reference to each other's strategies of glocalizing drama education, with which they may provide suggestions for the attempt to localize drama education in other Asian countries. Copyright © 2018 中華民國課程與教學學會.

Background: Teachers' subjective well-being (SWB) has received much attention, in the light of the major increase in sick leave as well as job quitting among teachers across different cultures and countries. Studies on SWB of kindergarten teachers are still scarce, since most of the academic literature is focused on teachers of primary and secondary schools.Aims: The purpose of this study was to analyze and compare kindergarten teachers' SWB in Hong Kong and Italy.Methods: 367 Hong Kong and 243 Italian kindergarten teachers completed a self-report questionnaire containing: the Job Satisfaction Survey (JSS), the Rosenberg Self-Esteem Scale (RSES), and the General Health Questionnaires-12 (GHQ-12). The questionnaire collected also socio-demographics data.Results: Hierarchical regression analysis showed that country belonging plays the strongest predictive role on self-esteem and mental health. Moreover, the independent t-test showed higher levels of job satisfaction among Italian teachers, while Hong Kong teachers were more satisfied in pay and promotion, but less in supervision, operating condition, co-worker relationship, nature of work, and communication.Conclusion: Results are interpreted in the light of the differences between the two contexts considered, in terms of cultural values and educational systems. Copyright © 2018 Benevene, Wong, Fiorilli and De Stasio.

明愛特殊教育服務於2005年成立「個別化教育計劃」聯校工作小組,旨在探討服務轄下六所特殊學校執行「個別化教育計劃」的實況,從而確立執行「個別化教育計劃」的基本原則。工作小組經歷近兩年的培訓、研習及互訪討論,並探討台灣方面的實踐現況。經多番討論後取得結論,認為香港的特殊教育服務在「個別化教育計劃」的整體定義及執行上仍未有一致的共識;然而,六所特殊學校實踐中卻確定了執行「個別化教育計劃」的十二項基本原則,包括:學生為本、課程為本、基線評估、學習目標選取、個案管理、團隊協作、課堂教學、進度匯報、學生學習歷程檔案、家長參與、檢討及跟進、轉銜處理及教師專業發展,值得工作小組作出深入探討,並將討論內容撮成摘要,以供明愛特殊教育服務同工參考。Caritas Special Education Service formed a Joint Working Group in 2005 to explore the practices of its 6 special schools in delivering Individualised Education Programmes (IEP) and to establish the basic elements in executing IEP. After almost 2 years of in-depth deliberation including staff training, professional consultation, inter-school visits and study of IEP implementation in Taiwan, the Joint Working Group came to a conclusion that there were great variations on the interpretation of the definitions and practices on IEP implementation in Hong Kong. The Joint Working Group isolated 12 basic common elements in executing IEP. They are student-centered approach, curriculum-based approach, baseline assessment, learning targets selection, case management, intra-disciplinary collaboration, classroom teaching, progress report, student portfolio, parental participation, evaluation and follow-up, transitional preparation and teacher professional development. The discussions of the Joint Working Group were summarized and documented for reference by colleagues under Caritas Special Education Service.
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香港最近經歷「3加3加4」的學制更改。這當中，有特殊教育需要的學生，他們應如何享有最合適與具成效的教育安排?本文介紹美國與台灣的相關學制與實行方式，提供香港政策者與教職同工、以及持份者(例如︰家長)參考，和藉此機會擴大討論，共同研商提昇相關服務的質素。 The Hong Kong academic structure has been restructured into a "3 plus 3 plus 4" system. Among practitioners in the local special education community, there has been extensive expression of concerns, preferences, and suggestions for improvement. What would be the best arrangements and practices for learners with special education needs (SEN)? This article tries to share experiences in the United States and Taiwan, for further discussion on better achievement and higher quality of service delivery, as well as best fulfillment of new senior secondary (NSS) and postsecondary students' critical educational and rehabilitation needs.
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由於每位學生都有其個別需要,故此如何照顧個別差異是學校以至每位老師的一個重要課題。根據香港教育局的融合教育運作指南,建議學校採用三層支援模式,以便因應學生不同的需要而提供適切的支援。而大多數學校均於每年的十二月起進行「及早識別和輔導有學習困難的小一學生計劃」(第一層:及早識別),並會設置輔導課,作為第二層支援的策略。作為學校負責統籌特殊教育需要的行政人員(下稱統籌主任),筆者希望透過檢視香港及不同地區對數學輔導教學的原則及策略,反思如何改善學校的小一數學輔導教學。Since each student has his or her own individual needs, how to cater for individual differences is an important issue for each teacher in schools. According to the Integrated Education Operation Guide of Hong Kong Education Bureau, it is recommended that schools should adopt a 3-tier intervention model to provide appropriate support to cater for students with different educational needs. Most schools carry out the "Early Identification and Intervention Programme for Primary One Students with Learning Difficulties" (First Tier: Early Identification) in December. Remedial classes, small group teaching and pull-out programmes will be involved as a Second Tier support strategy as well. As a school administrator (hereinafter referred to as SENCo) who coordinates the issues of special educational needs, I hope to improve the teaching of Primary One Mathematics in schools by examining the current principles and strategies of remedial teaching in Hong Kong and different regions.
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基於獨特的歷史背景，加上東西文化頻繁往來的交流與歷練，以及政、經等環境的演化和變遷，對香港特殊教育政策的制定有一定的影響，香港的教育決策者、施政人員，協同前線同工，近年逐步摸索而推出一套略有所成，但仍須繼續加以改進且依序提昇，以便更擴大推廣的「全校參與」融合教育實行模式。此模式之優劣處有其值得探討和大家研究的地方。本文旨在就實現融合教育的發展做初步綜合介紹，並搭配亞太其他地區的互動經驗，與非正式研究所得到的一些結論，做一個簡咯的報告。藉以拋磚引玉，廣邀同行先進，深入討論，追求有更高品質的成就，來嘉惠學子。 Hong Kong's unique historical background and frequent exchange of Eastern and Western cultures and experiences, plus the recent evolution in political and economic situations, may have been the catalyst for the development of today's whole school approach model for inclusive education by policy makers, administrators, and frontline practitioners. This paper is an attempt to introduce initial-stage studies into Hong Kong practices, with confirmation and additional findings in the Asia-Pacific region. The author wishes to promote further collaboration for the advancement of programs and services to benefit our students.
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本文從台灣特殊教育立法的進程和內容,反思現行香港特殊教育立法的情況,並獲得以下九項啟示:1.儘快訂定特殊教育立法的時間表;2.加深及擴展特殊教育立法的層次;3.列明有關特殊教育的具體條文;4.增加特殊教育的經費,並列明特殊教育經費的比率;5.明訂特殊教育教師的任用資格及聘用流程;6.重新檢視及列明特殊學生鑑定和安置的內容;7.延伸及擴展特殊教育的服務對象;8.訂立罰則及特殊教育的申訴機制;9.加入本地特殊教育發展的具體條文。This paper reviews the process and contents of the legislation of special education in Taiwan and discusses its implications on the current legislation situation for special education in Hong Kong. The review reveals the need for nine actions. 1. To set up a time table for the legislation of special education in Hong Kong as soon as possible 2. To refine and expand the levels of legislation 3. To list out the specific clauses of legislation 4. To increase funding for special education and list out the ratio of funding5. To clearly lay down the employment qualifications of special education teachers and the recruitment procedure 6. To review and lay out the details for the identification, and placement of students with special educational needs 7. To extend and expand the service targets for special education 8. To set up terms of penalty and a complaint mechanism for special education and 9. To add specific clauses for the development of special education in Hong Kong.
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This paper looks at the evolving trend of government influence on schools and education across the world, and asks what is happening in Hong Kong in both mainstream and special education. Recent evidence would suggest that in many countries governments are starting to question the efficacy of current policies and practices. The challenge is for the Hong Kong government to reduce its quasi influence, and for teachers to begin to self-examine the efficacy of their teaching practices in terms of meeting the needs of each and every student in their classroom. There appears to be a conflict of interest between the needs of the state and the needs of the classroom. If teachers were to be given more responsib1ility for the learning progress of each student, rather than simply the overall progress of groups of students, current pedagogical practices would require a major paradigm shift. 本文就全球不斷進展的趨勢,檢視各國政府政策對學校及教育的影響,並探討香港主流教育與特殊教育的現況。最新資料顯示,不少國家的政府已開始懐疑現行政策及實踐的成效,香港政府要面對的挑戰,是如何減少它在形式上的影響及如何令老師開始自我審視在處理個別學生需要教學方法的效益。事實上,國家所認同的需要與課堂裹所期望的需要,像各有分歧。作者指出,如果老師要為每一個學生學習進展負責而不是為一群學生的整體進步為目標,則現行的教學實踐需經歷一次重大的範式轉移。
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Background: Based on the concept of sexual prejudice and cultural competent model for training professionals, this study explored teachers' perspectives on their needs for sexual diversity training for Chinese Tongzhi students (Lesbian, gay, bisexual, transgender, questioning, queer, inter-sex, and asexual-LGBTQQIA) in Hong Kong.Methodology: The study adopted phenomenological approach, from the qualitative constructivist paradigm. Semi-structure qualitative interviews were carried out with 25 sexual minority informants on their suggested themes on professional training for teachers, to enhance their cultural competence, including the sexual diversity competence. Data analysis was carried out through NVivo, and followed the procedures spelt out in the qualitative research literature. Inter-rater reliability was calculated. Trustworthiness of the study was addressed through various strategies.Results: Preliminary themes emerged from transcript content analysis: 1) “Our experience of encountering teachers - without awareness and cultural competence”. informants suggested ways of sensitive training for teachers, through diverse and creative strategies; 2) “Our contacts with teachers revealed their narrow perspective on sexuality and sexual diversity”- informants suggested a holistic and comprehensive sexual diversity education for teachers, including contemporary studies on sexual and gender diversity, sexual prejudice, minority stress, with related research studies. Barriers in Hong Kong social cultural context to access sexual diversity knowledge. 3) “They should speak our language” - informants suggested engagement skills with affirmative and culturally sensitive lens; 4) “The training should be mandated and engaging” - informants suggested using diverse strategies to engage teachers to understand their community culture.Implications for culturally competent training for teachers to address the needs of Tongzhi students were discussed. Copyright © 2017 SCAP.