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  • Journal Articles

    11. 探索香港SENCO之專業培訓 : 課程設計理念介紹 特殊需要協調主任(SENCO) 應具備的素養及能力
    By: 容家駒
    Document Type: Journal Articles
    Source: 香港特殊教育期刊, 17, 118-120, 2015
    Year published: 2015
    Publisher: 香港特殊教育學會有限公司
  • Journal Articles

    12. 由基本做起,打造融合教育氛圍:香港一所中學的轉變歷程
    By: 潘啟祥
    Document Type: Journal Articles
    Source: 香港特殊教育期刊, 18, 60-71, 2016
    Year published: 2016
    Publisher: 香港特殊教育學會有限公司
    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.
    [Copyright of 香港特殊教育期刊 is the property of 香港特殊教育學會有限公司. Full article may be available at the publisher's website:
    https://sites.google.com/a/seshk.org.hk/seshk-org-hk/c_publication]
  • Journal Articles

    13. 融合學生離校後轉銜的困境
    Document Type: Journal Articles
    Source: 香港特殊教育期刊, 17, 124-133, 2015
    Year published: 2015
    Publisher: 香港特殊教育學會有限公司
  • Journal Articles

    14. 知識轉移:到校支援的新嘗試
    Document Type: Journal Articles
    Source: 香港特殊教育期刊, 17, 141-144, 2015
    Year published: 2015
    Publisher: 香港特殊教育學會有限公司
  • Journal Articles

    15. 返璞歸真回歸教學基本:與中度智障及自閉症譜系障礙學童建立溝通、關係及結構化課堂規劃校本文化的歷程
    Document Type: Journal Articles
    Source: 香港特殊教育期刊, 18, 14-32, 2016
    Year published: 2016
    Publisher: 香港特殊教育學會有限公司
    隨著特殊教育類別及介入方法的多年發展,有關特殊教育需要的文獻恆河星數,教師很容易迷失在眾多文獻推介的策略,而忽略了在課堂內外,營造正向教學環境的重要性,包括與學生建立有效溝通及良好師生關係。這些返璞歸真建立有效課堂教學的基本要素,在嚴重行為及情緒問題出現時,更能考驗教師及專業團隊的專業操守。核心要素包括:有效溝通、良好師生關係及結構化的課堂規劃,這三個要素在中度智障學校及自閉症譜系障礙學童教學上尤為重要,本文概述香港一所中度智障特殊學校的校本自閉輔導教學計劃,於2014至2016年間開展了「CRS」的教學計劃,「CRS」即代表 : C- 有 效 溝 通 (Communication) 、 R-良好師生關係(Relationship)及S-結構化的課堂規劃(Structure)。計劃主要是針對這三項息息相關的教學原則,利用行政措施及對位的教學策略,進行了對「CRS」的深化探討,並以此作為優化教學的策略,成為學校自閉輔導教學的核心價值。The abundance of researches on intervention methods in special education makes appropriate selection of teaching strategies confirming and sometimes caused the core elements of teaching being ignored. Teachers can get lost easily amongst the universe of research material and methods while forgetting the core education value for creating a positive classroom climate to support students’ learning. These positive support measures include the use of effective communication in building up good teacher-student relationship. These back to the basics of classroom teaching are mastery and effective ways for guiding and testifying good teaching practices especially in the presence of severe behavior and emotional problems. A project named CRS comprising the three core elements of teaching: C - effective communication, R - good student-teacher relationship and S - well-structured classroom activities, was implemented between 2014 and 2016 in a Hong Kong special school for moderate intellectually disabled students. These basic elements are especially vital for the teaching of students with intellectual disability and autistic spectrum disorders. Teaching elements deliberately linked with CRS were set up as administrative guidelines and teaching strategies developed for guiding professional practices to ensure that all school-based autistic teaching programme will be under the scrutiny of these elements. It was found that lessons and activities being planned are more structured and strategically conducted when being applied under the CRS framework.
    [Copyright of
  • Journal Articles

    16. 閱讀教學 : 認知策略教學方案
    By: 莫愛玲
    Document Type: Journal Articles
    Source: 香港特殊教育期刊, 16, 55-66, 2014
    Year published: 2014
    Publisher: 香港特殊教育學會有限公司
    要裝備學生面對未來的世界,培養學生成為獨立的閱讀者以達致學會學習是教師非常重要的任務。對於在學習上有特殊教育需要的學生,常規的課堂未必能滿足他們的學習需要,本文展示一個結合元認知和動機理論的認知策略教學方案,倡議學校考慮採納針對性的閱讀策略輔導教學課,以交互教學法結合明確和直接的教學方式教授學生認知策略,讓學生於小學階段即能從小組互動的成功經驗中,建立自信、成為積極的讀者、享受從閱讀中學習的樂趣。 To prepare today's students to face tomorrow's challenge, one of teachers' crucial tasks is to help the students to develop a habit of reading independently aiming at learning to learn. For the students with special educational needs, regular classes may not satisfy their needs. This article aims to share a remedial teaching program design that combines metacognition and motivation theories and encourages schools to use remedial classes that specifically designed for teaching reading strategies for students who are weak in reading. By using reciprocal teaching with explicit and direct teaching of cognitive strategies, primary students are able to experience success via group interaction, to develop their self-confidence, to become active readers and to enjoy reading to learn as early as possible.
    [Copyright of 香港特殊教育期刊 is the property of 香港特殊教育學會有限公司. Full article may be available at the publisher's website:
    https://sites.google.com/a/seshk.org.hk/seshk-org-hk/c_publication]
  • Journal Articles

    17. 台灣特殊教育立法對香港特殊教育立法的啟示
    Document Type: Journal Articles
    Source: 香港特殊教育期刊, 16, 96-110, 2014
    Year published: 2014
    Publisher: 香港特殊教育學會有限公司
    本文從台灣特殊教育立法的進程和內容,反思現行香港特殊教育立法的情況,並獲得以下九項啟示:1.儘快訂定特殊教育立法的時間表;2.加深及擴展特殊教育立法的層次;3.列明有關特殊教育的具體條文;4.增加特殊教育的經費,並列明特殊教育經費的比率;5.明訂特殊教育教師的任用資格及聘用流程;6.重新檢視及列明特殊學生鑑定和安置的內容;7.延伸及擴展特殊教育的服務對象;8.訂立罰則及特殊教育的申訴機制;9.加入本地特殊教育發展的具體條文。This paper reviews the process and contents of the legislation of special education in Taiwan and discusses its implications on the current legislation situation for special education in Hong Kong. The review reveals the need for nine actions. 1. To set up a time table for the legislation of special education in Hong Kong as soon as possible 2. To refine and expand the levels of legislation 3. To list out the specific clauses of legislation 4. To increase funding for special education and list out the ratio of funding5. To clearly lay down the employment qualifications of special education teachers and the recruitment procedure 6. To review and lay out the details for the identification, and placement of students with special educational needs 7. To extend and expand the service targets for special education 8. To set up terms of penalty and a complaint mechanism for special education and 9. To add specific clauses for the development of special education in Hong Kong.
    [Copyright of 香港特殊教育期刊 is the property of 香港特殊教育學會有限公司. Full article may be available at the publisher's website:
    https://sites.google.com/a/seshk.org.hk/seshk-org-hk/c_publication]
  • Journal Articles

    18. 在特殊學校中運用課堂學習研究優化數學課堂
    Document Type: Journal Articles
    Source: 香港特殊教育期刊, 17, 93-102, 2015
    Year published: 2015
    Publisher: 香港特殊教育學會有限公司
    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.
    [Copyright of 香港特殊教育期刊 is the property of 香港特殊教育學會有限公司. Full article may be available at the publisher's website:
    https://sites.google.com/a/seshk.org.hk/seshk-org-hk/c_publication]
  • Journal Articles

    19. 高功能自閉症融合學生:行為類型及教學效能
    By: 李萍英
    Document Type: Journal Articles
    Source: 香港特殊教育期刊, 19, 49-57, 2017
    Year published: 2017
    Publisher: 香港特殊教育學會有限公司
    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.
    [Copyright of 香港特殊教育期刊 is the property of 香港特殊教育學會有限公司. Full article may be available at the publisher's website:
    https://sites.google.com/a/seshk.org.hk/seshk-org-hk/c_publication]
  • Journal Articles

    20. 簡述香港小學中文科目融合教育之實戰案例:以教大 PDP 課程學校協作實踐為例
    By: 賴志成
    Document Type: Journal Articles
    Source: 香港特殊教育期刊, 19, 58-69, 2017
    Year published: 2017
    Publisher: 特殊教育學會有限公司
    香港教育大學中國語言學系提供的「照顧小學生中文的學習差異專業進修證書」課程,通過理論介紹與行動研究,幫助在職老師進一步了解、掌握、推動小學中文課室內融合教育,改善教學方法,提升教學質量,照顧學生不同需求,讓不同層次的學生在學習上都能有所提升,從而更好地在學校推行融合教育。此課程是一個雙向的課程,學員們不但能從課程中學到最新的理論,也可以從各自的學校的實戰當中相互分享先進實用的經驗。本文將列舉本課程中和學員一道進行的一部分行動研究,並闡述一些學校在融合教育當中對於協助具有特殊教育需要的同學在小學中國語文方面的中國語文校本課程計劃、照顧個別差異的課程評估,以及提升學生在閱讀教學中的興趣和投入感等方面的實戰經驗,使學界能對香港小學課室內中文科目融合教育有進一步的了解。The Department of Chinese Language Studies of The Education University of Hong Kong offers a “Certificate in Professional Development Programme on Catering for Student Diversity in Learning Chinese in Primary Schools” course. Through theoretical introduction and action research, the in-service teachers can better understand, master and promote their classroom integration in primary school Chinese classes and improve their teaching methods. The quality of teaching takes care of students' different needs and enables students of different levels to improve their learning so as to better integrate education in schools. This course is a two-way course, not only the in-service teachers can learn the latest theory from the course, but also share their advanced and practical experiences. This article will describe some of the action studies conducted in conjunction with the students in this course, and explain some of the schools' Chinese language school-based curriculum plans for assisting students with Special Educational Needs in elementary school Chinese language in integrated education. The practical experience of taking care of individual differences in curriculum assessments and enhancing students' interest in and interest in reading has enabled the academic community to have a better understanding of the integration of Chinese subjects in Hong Kong’s primary school classrooms. Copyright © 2017 特殊教育學會有限公司.
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