本文旨在討論特殊教育需要統籌主任在教師專業發展上可以發揮的角色。根據教育局的定義,統籌主任的職責在於協助學校管理層以全校參與模式推動融合教育,當中包括了系統層面的工作,如教師培訓等。教師認為當局提供的特教培訓不足,而即使進修了相關課程的老師,在學校的也未必能實踐新學到的知識。作者認為統籌主任有需要學習運用知識管理的工具,鼓勵教師在工作崗位上發掘新知識,並促動教師之間知識的流動,以彌補教師團隊在融合教育上所欠缺的知識。The article discusses a possible role the special educational needs coordinator can assume in the professional development of teachers. The Education Bureau defines the duties of the coordinator as assisting the school management in promoting the Whole School Approach to Integrated Education, including work at a system level such as teacher training. Teachers are of the view that the Bureau does not provide enough training in special educational needs. Even when teachers have completed relevant training, they may not be able to put what they have learned into practice. The author suggests that the coordinator should learn to use the tools in knowledge management to encourage other teachers to generate new knowledge and facilitate the flow of knowledge among them, thereby filling the gap of knowledge of the teachers in integrated knowledge.
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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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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

近年,接受本港融合教育的中小學自閉症譜系障礙學生的數目不斷急速增加。因此,老師們的專業培訓需要提供支援自閉症譜系障礙學生的教學及調適策略。本文建議按學業成績水平(優秀、中等及落後)及性格特質(衝動型、合作型及敏感型)將高功能自閉症譜系障礙融合學生的表現歸納為九種行為類型,相信透過這個行為類型的新概念可以讓老師們更具體地認識自閉症行為的獨特性及能提升教學效能。本文也倡議用「優勢模式」發掘自閉症譜系障礙融合學生的潛質和天份,期望老師們可以推動每位自閉症融合學生在人生的舞台上綻發光芒。Over the years, high and rapid growing numbers of primary and secondary students with autism spectrum disorder are studying in inclusive classrooms. To respond to this trend, teacher professional development programs need to include the curriculum content of effective learning-teaching and accommodations to support learner diversity. The present paper attempts to discuss the autism subtypes, using academic performance (above average, average, below average) and personality attribute (impulsive, cooperative, sensitive) as the two main parameters. It is expected that this new concept of autism subtypes can support teachers to have good understanding of autism behavior as well as to enhance efficacy for inclusive practice. The application of strength-based approach is also advocated here to encourage teachers to support students on the spectrum to explore their talents. The implication of this approach is that all individual on the spectrum can live in a very fruitful life.
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In 1997, the two-year pioneer project on inclusive education for students with disabilities was implemented. The peer ambassador programs aiming at creating more opportunities for students with and without disabilities to interact with each other were also launched at that time. The aim of this study was to examine the experience of the peer ambassadors from an insider's perspective. A convenient sample of 23 peer ambassadors from 6 secondary and 17 primary schools participated in semi-structured interviews. Data were analyzed using a constant comparative method and content analysis. The findings suggested that the roles of peer ambassadors included friend, academic tutor and Big-Brother-Big-Sister. All participants had very positive feelings in the process of helping others. Three quarters of the participants reported that they had development in the areas of personal qualities and interpersonal skills. All of them received support from the resource teachers, but their participation was affected by the attitude of peers and family. They also indicated that they needed support in handing the challenging behavior of classmates with disabilities. A mutual helping relationship was found between students with and without disabilities in the inclusive schools and the peer ambassadors also had personal development through the helping process. Strategies for program improvement are suggested to encourage students with and without disabilities to learn together.
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