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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This paper was an attempt to review the scene of inclusive education in Hong Kong throughout the development of educating children with special needs for the purpose of identifying challenges posed on inclusive education. It was shown that Hong Kong was still lagging behind the international context in this inclusive movement. Using the Three Domain Framework to analyse the situation, it was shown that the deeply rooted belief in some aspect of Chinese culture had a great impact to hinder the progress of inclusive education. Strategies related to the normative domain, the institutional domain and physical domain were suggested but ultimately progress depends on the government's decision to bring inclusive education forward as the major concern of education. 本文嘗試探討在香港特殊教育發展的歷程中，融合教育面對的挑戰。資料顯示融合教育在香港的發展情況仍落後於國際水平。文章從三個層面 (3 Domain Framework) 去分析融合教育的現況，發覺中國文化某些根染蒂固的信念可能是香港融合教育發展的主要障礙。文章從文化規範、體制及物質層面上作出改善的建議。然而，歸根究底，香港融合教育的有效發展，仍有賴於政府推行融合教育的決心。
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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。
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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。
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Since the implementation of the "Whole School Approach to Integrated Education" in 1997, mainstream schools in Hong Kong have been encouraged to admit students who are identified with a wide range of learning needs. More recently, the concept of “inclusion” in the city has been widened to incorporate a significant number of newly arrived children from the mainland China, as well as non-Chinese speaking students. Given such a diversity of school population, however, research tends to suggest that practitioners in Hong Kong do not take a positive attitude towards inclusion. When responding to the challenges posed by inclusive education, it is important for practitioners and policy makers not to overlook legitimate local differences, especially in the role ascribed to education in the culture, and the processes of exclusion in different national settings. In this connection, this paper aims to provide a direction for the development of a cultural model of inclusion. By exploring the cultural meaning of “inclusion”, and observing how teachers respond to the diverse needs of learners in practice, the Model is expected to set a cultural-specific framework for inclusive teacher education. 自1997年,政府推行全校參與模式的融合教育,並不斷鼓勵香港主流學校接納不同類別而有特殊教育需要的學生入讀。近年來,融合的概念已涵蓋至照顧內地新來港兒童和非華語學童的需要。然而,即使學校的學生有不同的學習需要,很多研究卻均顯示參與者對融合教育的態度並不積極正面。面對融合教育的挑戰,參與者及政策制訂者不應忽視本土內各項差異,尤其是於文化層面內教育的角色及社會層面中是否存在排斥的情況。本文旨在為融合教育的文化模式提供一個發展方向。透過研究融合教育的文化含義和觀察教師處理學生差異的實際教學方式,期望為教師培訓製訂一系列有文化特色的融合教育教學法。
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The social communication needs of young adults with autism spectrum disorder (ASD) are complex and yet this area has not been well researched. The present study investigated the social inclusion of young adults with ASD in colleges. A total of 80 young adults studying full- time in colleges completed the self-developed on-line questionnaires on the social perceptions of their peers on the spectrum. The findings indicated that about half of the respondents would engage peers on the spectrum in their social groups. However, the respondents showed the least willingness of having someone with ASD to join their collaborative project groups. About half of the respondents mentioned the communication challenges in socialising with peers on the spectrum. Our findings re-affirmed that the importance of peer support to include young adults with ASD to different social and academic contexts in post-secondary education settings. The strength-based approach to support young adults on the spectrum to increase social connectedness and self-confidence is discussed. 自閉症譜系障礙(自閉症)年青人的社交環境是複雜、多層次的,但現時,這方面的科研卻十分缺少。本研究的目標是探討自閉症年青人的社交融合情況。80位全日制專上學院或大學生填寫了關於他們與自閉症同輩交往的網上問卷。數據顯示,大約一半的填卷者願意與自閉症同輩交往,但是他們卻最不願意與自閉症同輩做小組研習活動。大約一半的填卷者表示社交溝通困難是主要的挑戰。研究結果肯定了同輩互動對自閉症年青人融入社群及學習環境的重要性。總括而言,本文建議利用「優勢模式」來擴闊自閉症年青人的社交圈子及提升自信。
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The Self-Report Family Inventory (SFI) is a 36-item scale developed by Beavers, Hampson, and Hulgus (1990) to assess competent and dysfunctional family functioning. While the SFI is widely tested in the areas of counselling psychology and clinical psychology, considerably less effort has been allocated to examine its psychometrics in educational settings. By using both exploratory and confirmatory factor analyses (EFA and CFA) based on previous research, this study aimed to validate the Chinese version of SFI (C-SFI, Shek, 1998) with a sample of Hong Kong secondary students with special educational needs (SEN). The key purpose was to provide a useful tool to assess family functioning of this vulnerable population of students to inform practice improvement to cater for their needs. Consistent with Shek’s studies in typically developed students, the results of EFA showed a two-factor pattern. CFA results provided further evidence showing the best model fit indices were for the two-factor solution (i.e., family health and family pathology) compared with other competing models. This study also developed a short form (8 items instead of 36) of the C-SFI, which would be regarded as a parsimonious screening tool for researchers and practitioners to test family functioning of SEN students.家庭自我報告量表 (SFI) 是由 Beavers, Hamson, 及 Hulgus 在 1990 年編製的評估家庭功能狀況的量表。雖然該量表被廣泛應用於輔導心理學和臨床心理學，然而在教育領域的應用卻鮮有報導。本研究在已有研究的基礎上，通過探索性因素分析和驗證性因素分析評估中文版 SFI (C-SFI, Shek, 1998) 在香港有特殊學習需要中學生群體中的信度和效度。研究的主要目的是為有特殊教育需要學生這一弱勢群體提供一個有用的家庭功能評估工具。並在了解他們家庭功能的基礎上，為改進幫扶這一特殊需要群體的實踐提供指導作用。探索性因素分析結果生成兩個因素，這與已有的在香港普通學生中的研究結果一致。驗證性因素分析進一步提供了兩因素模型相關的擬合指數。本研究在原中文問卷的基礎上(36 條題項)，發展了一個簡化版 SF-C-SFI(8 條題項)。簡化版的兩因素與原版對應的兩因素之間的相關係數較高，達到 r=.92 以及 r=.94。 本研究初步為研究者和實踐者提供一個簡化版的篩查工具，用以評估殘疾學生的家庭功能。 Copyright © 2017 The Special Education Society of Hong Kong Ltd.

A hierarchy of inclusive teaching tasks by associated level of teacher efficacy is derived from a group of primary and secondary school teachers in Hong Kong using a Rasch rating scale model on 536 in-service teachers attending a professional development course. Findings show collaboration tasks represented the highest teacher efficacy in primary and secondary teachers. Managing behavior represented the lowest level of teacher efficacy but slightly more in primary than in secondary school. Hence, future training regarding inclusive practices should be specific to the school level, with a strong focus on collaborations between school, parents, and the community. Copyright © 2018 Elsevier Ltd. All rights reserved.

Students with special educational needs (SEN) are at an elevated risk of psychological and behavioural dysfunctions. In this study, we conducted a survey of parents of students with SEN in Hong Kong to examine the impact of two school practices – learning support and school climate – on the psychological and behavioural functioning (PBF) of students with SEN. We also examined the mediating effects of social participation and academic engagement. Questionnaires were distributed to 586 parents in 139 primary schools. The results of structural equation modelling (SEM) analysis show that perceived school climate has a direct effect on perceived PBF, while perceived learning support does not. Perceived learning support has two indirect effects on perceived PBF, with perceived academic engagement or social participation as a mediator. The findings have implications for the effective use of educational resources to support the inclusive education of students with SEN.
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