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

This paper reviews the literature on cooperative learning and draws attention to an earlier research by the author. The paper discusses approaches and strategies to use cooperative learning in Physical Education (P.E.) classes with students who have physical impairment as a means to improve the quality of participation of the physically impaired integrators and promote inclusive culture in schools. The paper gives a clear analysis of the theoretical basis of cooperative learning and its application in physical education. The strategies recommended are hoped to stimulate more ideas from colleagues in the field to use cooperative learning in various classroom activities for counteracting the competitive culture in school. 本文回顧有關合作性學習的文獻，就作者早前有關之研究，討論於體育科應用合作性學習，作為改善肢體弱能融合生參與課堂活動之策略，並藉以推廣學校之共融文化。本文就合作性學習之理念及於體能教育之應用，作出清晰分析。作者所提出的策略，旨在拋磚引玉，刺激同業於不同課堂活動，採用合作性學習的創意，以抗衡學校的競爭文化。
[Copyright of Hong Kong Special Education Forum is the property of Special Education Society of Hong Kong Ltd.. Full article may be available at the publisher's website:
https://sites.google.com/a/seshk.org.hk/seshk-org-hk/c_publication]

This paper, based on a keynote speech delivered at "Rock and Roll of New Senior Secondary (NSS)" conference organised by the Special Education Society of Hong Kong, briefly reviews the journey from integration to inclusion in education for disabled learners. In doing so, it presents a social model of disability that provides the basis for inclusive education. It addresses current focus on inclusive education in Hong Kong and identifies gaps between theory and practices of inclusive education with a specific focus on the New Senior Secondary Academic Structure and its implication on disabled learners attending special schools. 本文取材自作者為香港特殊教育學會舉辦的【新高中的樂與怒】研討會上發表的講稿。文章簡略追溯了融合教育發展至全納教育之歷程，並以殘疾的社會模式作為提供全納教育的基礎。文章述及香港融合教育的現行重點，並以新高中學制為例，指出當中理論與實踐間之鴻溝及其對殘疾學生就讀特殊學校的影響。
[Copyright of Hong Kong Special Education Forum is the property of Special Education Society of Hong Kong Ltd.. Full article may be available at the publisher's website:
https://sites.google.com/a/seshk.org.hk/seshk-org-hk/c_publication]

這項研究的目的是：1) 通過對香港學校“個別教學計劃”(IEP)的抽樣調查，查探現有IEP文件的常見內容；2) 通過IEP問卷的定量分析評核學校行政管理層制定IEP的過程；3) 通過對教師和學校行政管理層的訪問，檢視IEP實踐過程中參與者的經驗。研究團隊對十一所學校進行了訪問，並收回了八十二份詢問在職教師對IEP紀錄、過程、實踐意見的問卷。研究結果顯示IEP在香港實施的合作模式、一致性、問責性及效率都有待提高。本文進一步就促進IEP在香港發展提出建議：(一)增加IEP目標的可衡量性；(二)使用更有針對性的個別化教學策略；(三)引入以課程為本的評估模式；(四)開拓與父母溝通的渠道，令他們在IEP過程中同享表達意見和期望的權利；(五)運用最新科技量化數據管理系統及電子化溝通平台；(六)為以學生為本的IEP建立個案管理負責人制度。
[Copyright © 2013 Kwan Lan Vicky Tsang, Fay Wong.]