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.

Hong Kong and Macau are two cities which share many common features. For example, both are located in south coast in China, colonies of European countries for more than a century, Special Administrative Regions (SARs) in China, small in area, etc. The main differences are obvious: Hong Kong is considerably larger in terms of population and land area, a key role in financial field, whereas Macau is a gambling-based economic and known as the "Las Vegas" in the East. It has been about two decades since the reunification of both Hong Kong and Macau to China. The political, social and economic environments have been significantly changed. One main change is that China now becomes the world's second-largest economy and more influential in the policy making of two SARs. This paper attempts to explain the differences and similarities of educational policy changes of primary and secondary schooling in Hong Kong and Macau in recent years. Since the educational policies play an essential role in many social issues such as shaping national identity, social justice, etc, it is important to investigate how are they changed in recent year and understand the implications of such changes. Copyright © 2018 IEEE.

This chapter introduces the reader to the What I Find Important (in my mathematics learning) study (WIFI), conducted by a consortium of 21 research teams from 18 economies. It uses the same questionnaire to assess what students value in their respective mathematics education experiences. Two case economies, Hong Kong and Japan, provide the context for the discussion. This provides a reference point for analyzing four significant themes: the affordance to identify and define cultures and subcultures, the documenting and comparing of espoused and enacted valuing, the triangulation of survey responses, and the culturally situated labelling of values and valuing. Copyright © 2017 Springer International Publishing AG.

There has not been ample recent research on teaching older adults. However, as described below, there is mounting research in how and why older adults want to learn. This brief discussion is derived from work undertaken for a workshop in Hong Kong on issues in teaching older adults. It combines recent research on learning and teaching in higher education as it applies to older adults. The paper addresses: learning and ageing, learning choices, an information processing view of learning, deep and surface learning, teaching and learning approaches, formal, non-formal and informal learning, teaching roles, evaluation, and technology. Some sections are exemplified with information from teaching older adults in Australia and Hong Kong. Copyright © 2018 Taylor & Francis.