Since the release of the official document on education reform, special schools in Hong Kong have been making efforts to develop their own school-based curriculum to echo the spirit of 'one curriculum for all' (Curriculum Development Council, 2001). However, there are several concerns when working towards this spirit: (1) it is difficult to help students with special educational needs (SEN) access the central curriculum due to the lack of guidance; (2) a common language has not been developed with agreed performance standards to describe students' attainment and learing progress; (3) and low expectations for students is common due to high emphasis on skills training oriented education and (4) a lack of direction in teaching and the understanding of the key learning areas. This article is, therefore, an attempt to (1) review the trends and related studies on 'accessing the central curriculum' from an international perspective; (2) discuss the concerns on assessment and curriculum development for improving access to the central curriculum for students with SEN in Hong Kong with respect to the "one curriculum for all' spirit; (3) describe a project (the SAME Project) in Hong Kong in this related topic and to highlight the accomplishment of the Phase 1 of the project. The implications to the field are also discussed. 自從教育改革文件發表以來，香港不少特殊學校都會致力發展校本課程去回應「同一課程」的精神。在過程中，遭遇不少問題，例如︰(1) 缺乏指引去協助有特殊教育需要學生學習中央課程；(2) 缺乏一個共通語言及共同同意的表現標準去描述學生的能力及學習進度；(3) 由於過份重視技能訓練引致對學生期望偏低的普遍現象；(4) 缺乏對主要學習領域的認識及教學方向。就上述情況，本文會 (1) 從國際視野檢視「接受同一課程」的趨勢及研究；(2) 就「同一課程」的精神討論如何評估及課程發展去改善香港特教學生接受中央課程的機會及 (3) 描述一個與此題目相關的計劃(「融通計劃」及介紹這計劃第一階段的成就。最後會討論此計劃對業界的含意。
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This study examined visual orthographic skills in Chinese primary school students with spelling difficulties. One hundred and fourteen children with spelling difficulties from grades one, three and five were compared to 114 non-disabled children matched with sex, same school enrollment and grade. All participants were asked to perform on four visual orthographic tasks. Findings revealed significant difference between those with spelling difficulties and those without in various aspects of visual orthographic skills. Data indicated that students with spelling difficulties, in general, tended not to be aware of features of strokes within a Chinese character and not to be aware of the constructional legalities within an unfamiliar radical over different grades. It was also noted that these students in grade one had difficulties with the spatial position of a radical within a Chinese character and lacked knowledge about positional legality of a radical. The findings led to the conclusion that deficits of visual orthographic skills were apparent among Chinese students with spelling difficulties when compared to those without such difficulties. 本研究探討香港小學一、三、五年級，有中文書寫困難學生(n=114)，及對照組非殘障生(n=114) 的視覺拼字能力。對照組學生有性別、就讀學校、及年級之相同組成。全體學生(N=228) 均做四項視覺拼字能力測驗。結果發現兩組學生有顯著差異。一般而言，所選各不同年級，有中文書寫困難的學生，均較缺中文字筆劃和組成方面的基本概識。而一年級學生，已面對中文字體結構空間與方位上的困難。總結是中文書寫困難比對照組學生有較多的視覺拼字能力缺陷。
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Through classroom observations and interviews, the findings in this article recount the supports to five students with hearing, mobility, and visual impairments at a university in Hong Kong. Their instructors and staff at the university were interviewed. Such supports include improvement of accessibility in buildings, the provision of assertive technology grants, and counseling servives. Universally designed instructing strategies and individual adaptations for specific needs students are elaborated as well. The discussion outlines the needs for further research in documenting disability accommodations in the tertiary institutes in the Chinese society. 本文匯報在香港一所大學進行的一項研究，透過課室觀察及面談，探討學校為五位殘疾學生 (包括︰聽障、視障及肢體殘障) 提供的支援服務。面談亦包括大學導師及講師。正規的支援包括建築通道的改善、輔助科技津貼、心理輔導，而自然支援則包括為感知障礙學生提供的支援服務。本文亦會介紹各種通用性的教學策略及為學生特別需要所作的個別調適。討論概括指出在華人高等教育學府的殘疾人士仍有各種需要而需繼續研究。
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It is agreed that many children with disabilities benefit from instruction in social skills. This literature review looks at various approaches to the teaching of social skills to students with disabilities that significantly impact behavior, discusses the rationale behind social skills training, and questions the wisdom of limiting particular approaches to students with specific disabilities. The authors urges special educators to consider the overall efficacy of social skills training in general, the effectiveness of particular approaches, and the wisdom of sharing procedures and techniques across categories of disabilities. 很多人相信殘障的兒童都能夠在社交技能訓練中獲益。本文探討最為影响殘障兒童行為的不同社交技能訓練方法及社交技能訓練的背後理念。文章並質疑將某類社交技能訓練方法局限於處理某種殘障類別的理據。作者目的是鼓勵特殊教育工作者持開放態度，考慮社交技能訓練的整體效益並從不同社交技能訓練方法中針對性地找出最適合處理不同殘障類別的方法。
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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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ALL students, irrespective of their learning abilities and medical disabilities, should have access to the principles and practices of mainstream education. This is the guiding principle of equal opportunity in education that has been successfully promoted by the concept of inclusion. This paper identifies a diversity-based approach that requires special schools to look at their provision through the pedagogical, curriculum management and assessment procedures that apply to students of all levels of attainment. It provides a mainstream education perspective and not a special school education perspective. In 2006 a team of teachers from nine special schools in Hong Kong with the full range of classified learning difficulties joined a curriculum development Project called SAME and initiated the writing of one new common curriculum based on mainstream education. (The SAME Curriculum Project, 2008). Then in 2009 they wrote a form of continuous ipsative assessment to cover their common curriculum. The assessment tool called SCALE has been used for the past three years in the nine project schools to collect criteria (CASE, 2009). The results of this cross-school and within-school comparison of student attainment data provide for the first time, insight for schools to review their pattern of curriculum orientation and compare this with other schools with students of similar ability levels. Such information is crucial to inform school in curriculum management planning that will raise the level of student attainment. This paper explains how SCALE was written and explores the emerging data across schools to support yearly school review and planning; it explores the emerging data within school for classes; and it explores the emerging data to support teacher's practices with individual students. 平等教育機會及融合教育的主導原則是所有學生，不管他的學習能力及殘疾為何，應有機會透過主流教育的原則及方法進行學習。本文介紹一種以學習差異為本的教學方法，要求特殊學校透過一種適合所有能力水平學生的課程管理，評估程序及教學方式去檢視學校的教與學，同時以主流教育的視野作為設計的基礎。2006年一群來自九間特殊學校的老師，當中包括不同弱能類別及不用程度學習困難的學生，參加了一個名為融通計劃

This study aims to report on the psychometric properties of SCALE, a newly developed assessment instrument, that is based on the central curriculum for students with intellectual disabilities, using Rasch Analysis. Results indicated that the SCALE could classify students into at least 13 levels of abilities, and that the range of item difficulty was capable of stratifying students’ abilities into 8 to 11 attainment levels. The Rasch statistics demonstrated that the assessment results using SCALE had a high degree of validity and reliability. Its uni-dimensionality as an instrument to measure the attainment levels of the four Key Learning Areas in the central curriculum was also supported. Results from the Rasch Analysis showed that the SCALE measure is a well-validated instrument in identifying the differential levels of attainment. Based on the SCALE data, teachers can design learning materials and activities to match the performance levels of individual students. In addition, the use of the SCALE attainment descriptors to differentiate students’ attainment levels would enable teachers in schools to document progress of their students within an academic year. Subsequently, this enables them to reflect on their teaching effectiveness and make adjustments for the following year. 本研究旨在報告「融通學習成效量表」(SCALE)的心理測量數據特性。「融通學習成效量表」(SCALE)是為連接特殊學校與主流學校課程而研發出來的一項嶄新的評估工具。研究採用等級量尺模式分析法 (Rasch Analysis)‧結果顯示SCALE能把學生的學習能力表現至少可分13個不同程度;且其項目難度也能將學生能力分為8至11個學習能力表現水平級別。從統計數據顯示出SCALE擁有極高信效度。單一構念向度方面的數據亦顯示出SCALE能辨別出有特殊教育需要的學生於四個主要學習領域的學習能力表現之差異。故此,老師能使用SCALE的評估結果,去設計適合個別學生能力的教材及活動。此外,SCALE中的學生學習能力表現指標,亦能讓老師根據SCALE評估結果所提供的實證來衡量學生於每一學年間的學習進度,從而反思自己的教學效能,並在下一個學年為學生的教學作相應的調整。
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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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The high incidence rate of learning disabilities has drawn inevitable attention from governments around the world. The Hong Kong government has also developed support services in the last few decades. Such effort has become more prominent following the implementation of integrated education in 1997 when students are now given accommodation measures in public examinations upon the completion of their secondary education. This article, however, stresses the need for post-secondary support services, whether for further studies, employment, and adult life. Considering the lack of literature to inform the professionals of the field of learning disabilities and the government of Hong Kong of the issues related to and needs of adults with learning disabilities, this article highlighted the author's insight from experiences as a spouse of a person with learning disabilities in three major aspects to pinpoint pertinent issues in post-secondary education, employment, and family/social life confronting adults with learning disabilities and discuss the way forward in the context of Hong Kong. The article proposed three major aspects to develop the adult support framework in Hong Kong: (a) establishing policies and practices for transition programs and adult services, (b) aggressive publicity and public education, and (c) developing a culture of social advocacy. 日益增加有學習障礙的個案已令舉世政府義無反顧地提出照顧方案，香港政府在過去數十年間亦發展了不同的支援服務。自一九九七年香港正式確立推行融合教育以來，政府已訂下為有學習障礙的同學在中學會考應試時應得到適切的安排。本文特別強調中學畢業後成人支援服務的需要。由於現時甚少文獻或資料提及對有學習障礙成人在持續進修、就業及成人生活方面的支援，可供業界仝工參考，本文作者會以學習障礙成人配偶的經驗，分享個人的心得，特別會強調以下三方面的重要性︰(一) 轉銜到成人服務的政策及實務；(二) 進取的宣傳及公眾教育推廣﹔及 ( 三) 倡議及發展接受學習障礙的社會文化。
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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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