One of the recent developments in the education of speech-language pathology is to include literacy disorders and learning disabilities as key training components in the training curriculum. Disorders in reading and writing are interwoven with disorders in speaking and listening, which should be managed holistically, particularly in children and adolescents. With extensive training in clinical linguistics, language disorders, and other theoretical knowledge and clinical skills, speech-language pathologists (SLPs) are the best equipped and most competent professionals to screen, identify, diagnose, and manage individuals with literacy disorders. To tackle the challenges of and the huge demand for services in literacy as well as language and learning disorders, the Hong Kong Institute of Education has recently developed the Master of Science Programme in Educational Speech-Language Pathology and Learning Disabilities, which is one of the very first speech-language pathology training programmes in Asia to blend training components of learning disabilities, literacy disorders, and social-emotional-behavioural-developmental disabilities into a developmentally and medically oriented speech-language pathology training programme. This new training programme aims to prepare a new generation of SLPs to be able to offer comprehensive support to individuals with speech, language, literacy, learning, communication, and swallowing disorders of different developmental or neurogenic origins, particularly to infants and adolescents as well as to their family and educational team.
[Copyright © 2015 S. Karger AG, Basel.]

全納教育在香港從一九九七年推行至今遇到相當多的障礙，而教師在協助有特殊需要的學生在學校的適應也是困難重重。這個個案的研究選取了兩個輕度智障的小學生進行了一個簡單的研究，訪問了兩位同學、他們的教師和家長。我們試圖通過分析學生的個人心理，轉變過程和控制改變的能力，來研究他們二人對學校的適應能力。我們希望教師們從這個研究可以得到一些啟示，更有效地去幫助有特殊需要的學生在學校的適應。
[Copyright © 2004 港澳兒童教育國際協會]

In Hong Kong, inclusive education is concerned with educating all students, including those who are categorised as having special educational needs (SEN). This qualitative study reports three challenges faced by primary schools music teachers required to implement inclusive education. The first two challenges echo those reported internationally ? the lack of subject-specific pre- and in-service SEN training and insufficient school-based SEN support for music teachers. The third challenge is the key role of a societal mindset that, by valuing SEN interventions against other educational values, justifies discriminatory training and resourcing. It is against this mindset that these teachers argue and that explains why inclusive education in Hong Kong's primary music classrooms becomes a pathway for both SEN students and their teachers to learned helplessness.; In Hong Kong, inclusive education is concerned with educating all students, including those who are categorised as having special educational needs (SEN). This qualitative study reports three challenges faced by primary schools music teachers required to implement inclusive education. The first two challenges echo those reported internationally ? the lack of subject-specific pre- and in-service SEN training and insufficient school-based SEN support for music teachers. The third challenge is the key role of a societal mindset that, by valuing SEN interventions against other educational values, justifies discriminatory training and resourcing. It is against this mindset that these teachers argue and that explains why inclusive education in Hong Kong's primary music classrooms becomes a pathway for both SEN students and their teachers to learned helplessness.
[Copyright of International Journal of Inclusive Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13603116.2015.1019374]

The purpose of this study was to compare the development of integration and inclusion between the United States and Hong Kong, and to examine the status of Adapted Physical Education in Hong Kong. The approaches and policies related special education (after 1970s) were reviewed and analyzed. A survey was conducted regarding students’ attitude about inclusion. The results suggest that Hong Kong may be closely following the international trend of moving from integration to a whole-school inclusion approach (117 integrated schools). Meanwhile, the development of separate special educational setting continues to gain momentum to cater to students’ special needs, with a rate of development stronger than that of the inclusion model (74 schools for six different type disabilities). The second focus of this study was on teacher preparation and factors influencing the development of special education. The findings indicated that, in addition to government policies, attitudes and lack of special education training for current teachers and students in teacher preparation programs were two important factors that influenced in education of students with disabilities in the regular setting. The study argues that the learning environment (includes peers and parent’s attitude; teachers’ knowledge; support services) must be well prepared before including students with disabilities into the regular school setting. Without well prepared support services such as TA or other accommodations, students with disabilities will not benefit from these educational environments.
[Copyright © 2004 The Hong Kong Institute of Education.]

本研究以「想法解讀」教導一位在香港主流學校就讀小一的自閉症學童。「想法解讀」是指推測別人想法的能力 (想法包括了信念、需要、意圖、感受等) 。Wing 和 Gould (1979) 認為自閉症兒童有人際關係、語言溝通及想像力三方面的認知性障礙，而一些西方學者，如 Howlin、Baron-Cohen 和 Hadwin (1999) 以「想法解讀」的理論來解釋自閉症兒童在這三方面的表現。本研究以「想法解讀」為藍本的一個本地的教材套，在十周的訓練期間，教授學童感情、想法及假想三個範疇的認知能力，結果顯示學童能夠完成感情及想法範疇的活動，假想遊戲方面則因學童欠缺想像力的關係，表現未算理想，這方面的訓練仍要加強。
[Copyright © 2007 The Hong Kong Institute of Education.]