網絡教育透過互聯網的交流和學習，將把現今「以教室為中心」的學習模式，推展至全時間、多元體系的學習模式。特殊教育的老師應發展「以學生為中心」的課程，使學生在認知、態度和技能上產生質變。本文介紹的數碼資訊網頁，把網絡時代與教育連接在一起，說明教師應如何創設適合有特殊教育需要學生的科技化學習環境，如何運用電腦科技教育更新教學策略和方法，提升學習效能。本文亦探討電腦網絡教室及網頁的創設和加強師資科技教育培訓，對師資訓練課程作出建議。「天保民學校數碼資訊城」所提供的網上服務共分四類，包括資訊項目、教育項目、綜合資源及通訊功能。將學生、家長與教職員連成一體，使教育無界域，彼此分享知識資源，迎合新時代的步伐。
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本文透過個案,探討一種教師協作模式-課堂學習研究 (Learning Study) 的實踐共同體 (Community of practice)-如何協助老師解決智障學生學習數學所遇到的困難,從而提升課堂教學的成效。研究發現,課堂學習研究模式,使教師能透過前測及訪談,更具體掌握學習難點及教學焦點,而透過備課、觀課與修訂的教學循環能使教法更殝完善。實踐共同體的安排可使來自不同學校的教師進行跨校協作,有助特殊學校的教師提升教學技巧,並一同創造教學知識。本文建議此種模式可以推廣作為特殊教育老師一種持續專業發展的模式。This paper investigates the extent of a teacher collaborative model, Learning Study, in realizing the Community of Practice in special schools through a case study which helps teachers solve the learning problems of the mentally disabled students in the subject of Mathematics so as to enhance learning and teaching effectiveness. The findings indicate that the Learning Study approach enables teachers identify the learning difficulties and the teaching focal points from the pre-test and pre-lesson student interviews. During the co-planning, lesson observation and revising process of the teaching cycles, the pedagogies are further improved. The cross-school collaboration of the Community of Practice is able to help teachers in special schools enhance their pedagogical skills and create new instructional knowledge. This paper suggests that the collaborative model of Learning Study could be promoted as an approach for the continuing professional development of teachers in special schools.
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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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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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What will go to teachers? Cheers or blame? Glory or Shame? Besides the availability of hardware, the crucial factor that might contribute to the success (or disaster!) of implementing information Technology (IT) policy in Hong Kong's schools rests on frontline workers — teachers. It is supposed that the Government will have plans to train enough competent teachers for the mission. This paper tries to point out that training from external parties is not an ultimate solution to the problem. What keeps the IT training in momentum is from within, that is, from schools' own continuous staff development program. From this perspective, an agenda for staff development program is proposed. A conscious reader may find that there is a hidden agenda in this paper, an agenda to foster partnership, collaborative effort and ambitiously, a learning culture in the school. IT learning is just like any other kind of learning which could be much easier when a learning culture is developed.
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This article, while supporting the notion of inclusive education, urges caution in the rate at which the necessary changes take place. The writer acknowledges the important role played by special schools in meeting the needs of students with moderate to severe disabilities, and suggests that special schools must continue to exist in order to provide the full range of placement options. Some of the difficulties involved in implementing inclusive education are discussed, including the demands made upon the regular class teacher, the problem of class sizes in ordinary schools in Hong Kong, and the need for additional professional training with a focus on mixed-ability teaching.
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The purpose of the present study was to explore, from an insider perspective, the work experience of local special school personnel. A qualitative methodological approach was taken and a semi-structured interviewing technique was adopted. An opportunity sample of five Principals, six teachers and three school social workers from six local special schools for students with mild mental handicap participated in this study. Data were analyzed using a constant comparative method and content analysis. The findings seem to suggest that the special school teachers in this study faced the dilemma of having competing roles within the school and that they could function as either caregiver or an educator. The two most pronounced themes that emerged from the data are that the local special school personnel in this study appeared to be isolated in terms of feedback and support and the five Principals were regarded as the only leaders to provide directions for the development of their schools. The results therefore demonstrate the need to develop intra- and inter-school support networks for local special school personnel to become more responsive to the needs of the classroom community. A number of recommendations for improvement in teacher education and in-service training are also discussed.
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Previous studies have suggested that placing students in ability groups for teaching purposes can have negative consequences on the self-esteem and motivation of the students placed in the lowest groups. The study reported here explored this phenomenon in relation to students in a Band 4-5 secondary school in Hong Kong. A self-report questionnaire, with items covering classroom motivation and attitude, was used to elicit responses from 212 students in the first and second year. The students were from three different ability groups, ranging from high ability (relative to a Band 4-5 school) to low ability. Results indicated significant differences between the mean scores for students in the highest and lowest ability groups in seven out of twenty items in the questioonaire. In general the findings indicate a less optimistic attitude and a reduced level of motivation in students from the lowest group. Research evidence has also suggested that ability grouping can have a negative impact on teachers' motivation and expectancy in relation to the lowest-ability groups. This study explored the expectancies, beliefs and attitudes of 25 teachers who work with the students identified above. It was found that the teachers typically held more negative views of low-ability classes. The article includes discussion of the implications of these findings in terms of modifying teachers' attitudes and improving the learning opportunities for low-ability secondary students.
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