This chapter examined the implementation quality of the Tier 1 Program (Secondary 3 Curriculum) delivered in the Experimental Implementation Phase of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes). Process evaluation was conducted in the form of systematic observations of curriculum units in four randomly selected schools. Results indicated that the overall level of program adherence was high, ranging from 80% to 100%, with an average of 90%. The mean ratings of the program implementation quality were high, and the inter-rater reliability on these ratings across the observers was highly reliable. Despite limitations, the findings of this study suggest that the implementation of the Secondary 3 Program (Tier 1 Program) of the Experimental Implementation Phase was of very high quality. This provides strong evidence to account for the successful and encouraging outcomes of a major positive youth development program in Hong Kong. Copyright © 2011 by Nova Science Publishers, Inc.

本文為一校本教職員專業發展問卷調查報告，受訪者為一間嚴重弱智兒童學校的教職員，共36人。結果顯示受訪者一致肯定多感官室的功能，認為學生進行感官刺激活動後，在很多方面，皆有進步的表現。多感官室能提供學生訓練及學習機會，學校實應推廣這方面的工作。受訪者認為教師應依「史露西倫」的原意，為學生多提供探索及體驗多感官刺激的機會。然而，教師亦可因應學生的學習能力，設計有創意及以學生為中心的學習活動，增加學生在多感官室的認知活動、技能與概念學習。在協助學校教職員建立共識、確立多感官室發展方向及制訂課程發展計劃內容各方面，受訪者亦提出了不少建議。
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香港的教育及課程改革要求學校進行各層面的變化去配合社會需要，主流及特殊學校都積極在主流的基礎課程上進行學校本位課程發展的工作，校本課程發展無可避免為學校執行「個別化教育計劃」帶來了有系統的改變；學校亦要進行有步驟的教師培訓去提升教師的專業能力及賦權教師推動校本課程及對特殊教育需要的支援。本文描述兩間收取中度智障學生的特殊學校，如何按部就班地重整課程及發展學習階段性課程為本的基線評估去匡監察學生進度。其中並討論所涉及以行動取向研究歷程的各種改變元素，從而確立了一整個實施課程及「個別化教育計劃」的行政體系，使未來的檢視及發展工作有一個清晰的流程及行政管理系統去跟進，是值得持續推動及推廣的一個特殊學校發展系統，並提出對校本及中央課程發展政策的一些反思及啟示。 With the urge for school changes to meet the new societal demands by both the education and curriculum reform in Hong Kong, both mainstream and special schools are active in adopting the mainstream curriculum as the basis for their school-based development. School-based curriculum development will inevitably call for systemic changes on the implementation of the Individualised Education Program (IEP) of the students with special educational needs within these schools. Coupled with these changes will be the need for stepwise professional development to empower teachers with the professional competence to implement both the school-based curriculum and support measures for special needs. The paper provides an account of the process through which two special schools for moderately mentally handicapped children restructured their school curriculun and developed key stage wise and curriculum-based baseline assessment procedures for monitoring the progress of learning of their students. The various elements being involved with the school-based curriculum development process using action-oriented research as the guiding approach for its development were discussed. The project generated a clear flow process for implementing IEP and a comprehensive administrative system for further follow up and evaluation of the curriculum development process. Implications for further development work on school-based curriculum and the policy for central curriculum framework to support special needs were discussed.
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明愛特殊教育服務於2005年成立「個別化教育計劃」聯校工作小組,旨在探討服務轄下六所特殊學校執行「個別化教育計劃」的實況,從而確立執行「個別化教育計劃」的基本原則。工作小組經歷近兩年的培訓、研習及互訪討論,並探討台灣方面的實踐現況。經多番討論後取得結論,認為香港的特殊教育服務在「個別化教育計劃」的整體定義及執行上仍未有一致的共識;然而,六所特殊學校實踐中卻確定了執行「個別化教育計劃」的十二項基本原則,包括:學生為本、課程為本、基線評估、學習目標選取、個案管理、團隊協作、課堂教學、進度匯報、學生學習歷程檔案、家長參與、檢討及跟進、轉銜處理及教師專業發展,值得工作小組作出深入探討,並將討論內容撮成摘要,以供明愛特殊教育服務同工參考。Caritas Special Education Service formed a Joint Working Group in 2005 to explore the practices of its 6 special schools in delivering Individualised Education Programmes (IEP) and to establish the basic elements in executing IEP. After almost 2 years of in-depth deliberation including staff training, professional consultation, inter-school visits and study of IEP implementation in Taiwan, the Joint Working Group came to a conclusion that there were great variations on the interpretation of the definitions and practices on IEP implementation in Hong Kong. The Joint Working Group isolated 12 basic common elements in executing IEP. They are student-centered approach, curriculum-based approach, baseline assessment, learning targets selection, case management, intra-disciplinary collaboration, classroom teaching, progress report, student portfolio, parental participation, evaluation and follow-up, transitional preparation and teacher professional development. The discussions of the Joint Working Group were summarized and documented for reference by colleagues under Caritas Special Education Service.
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作為凝聚有特殊教育需要子女家長的處所，特殊學校是有責任組織適切的活動，支援家長克服子女的學習及成長困難。本文概述一所收取中度智障學童的學校，如何透過發展性小組去支援校內的家長，並探討如何就這些孩子家長的需要、家校合作的現況、家長參與的層次與區分、家長賦權歷程、學校背景、朋輩輔導及小組發展歷程等概念，去全面理解不同持分者在籌辦家長互助小組過程中，要準備的工作及注意事項。透過有層次地去組織支援家長的「伴你同行」小組，除能夠支援更有需要的家長，加強他們處理子女學習、行為、情緒問題，增強親子關係並完備家庭與學校合作的同時，亦促使家長間建立一個非常規的支持和朋輩網絡。 Special schools being a place for gathering parents of students with special educational needs bear the responsibility of organizing supporting services for these parents to overcome difficulties encounter by their children. The paper describes the efforts of a special school for moderate intellectually disabled students in applying developmental group work to support the parents of the school. While considering the needs of these parents, current trends of home-school cooperation, differentiated levels of parental involvement in a school, parent empowerment process, school background, peer tutoring and group development processes for enhancing the understanding of different stake-holders of the school to plan and organize parent groups of such purposes are examined and applied. In the end, not only that the parent support group supported the more needy parents in strengthening their methods of coping with learning, behavioural, emotional difficulties and parent-child relationship. The support group too facilitated home school cooperation process, an informal peer support network amongst these parents is formed as another source of support for parents of the school.
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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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本文介紹學校一間嚴重弱智學校在2001-2001年度參加教育署課程發展處的種籽計劃的過程。文中依序說明學校背景、教室經營的情況與學校過去的課程發展經歷，再敘說此次以三項共通能力，即批判思考能力、溝通能力與創造能力做為基礎所達致的成果；不但提昇及豐富了學校課程內容的素質，亦給予學校教職員一個寶貴的學習經驗。
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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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