香港政府倡導融合教育，照顧學生多樣化，亦鼓勵學生達致全人發展，但教師工作繁忙，如何同時達成二者目標實屬挑戰。本文旨在為初高中和專上教育教師提供能夠糅合二者的教學方法，文章介紹了「服務學習」概念，強調教學時需「服務」和「學習」並重，給予學生機會設計和帶領活動，學習理解不同群體的需要，深入反思社會現況。研究團隊有系統地建立了一套「服務學習」框架，並以香港教育大學和香港浸會大學的合作計劃為參考示範。The advocate of inclusive education and whole person development has been one of the major missions of Hong Kong government, but to fulfill the goal of such mission in the classroom poses a great challenge to teachers. The present paper aims to provide a pedagogy for teachers of secondary and tertiary educations that achieves both the purposes of inclusive education and whole person development. The concept “Service-Learning” which emphasizes the importance of “service” and “learning” in teaching is introduced. Teacher following such pedagogy offers student chances to organize and undertake activity, to learn to understand the needs of different people and to have a deep reflection about the society. Our team, based on the concept, has developed a structural framework to operationalize the concept in teaching and a project co-organized by The Education University of Hong Kong and Hong Kong Baptist University is provided as case demonstration for reference. Copyright © 2019 香港教師中心.

香港自二零一二年起實施三三四新高中課程政策。然而,政府、政策研究者、學者等仍未對有特殊學習需要(SEN)高中生的學習情況,以及其畢業後的出路安排有足夠關注。本研究以小組訪談形式,收集了SEN高中生的家長對其SEN子女高中後轉銜的看法,包括對子女畢業出路的展望與態度、對現有政府支援體系的瞭解與評價,以及對於SEN學生高中後轉銜與支援服務的建議。小組訪談數據顯示,SEN學生家長均表示孩子高中後最理想出路是繼續升學,沒有升學機會時,才選擇工作。同時,他們主要擔心子女成績遜色,而在現今無論是升學或就業都講求高成績的社會中,其子女未能保持競爭力。另外,他們對於學校、政府和非政府機構等所提供的支援知之甚少,並且對社會支援,尤其是來自政府的支援非常不滿。此外,家長一致認為學校應負責SEN學生高中後的轉銜,並希望學校、政府或非政府機構所提供的資源能更多地考慮到SEN學生的個別特殊需要。最後,文末深入分析是次研究的重要性、局限及意義。 Since 2012, Hong Kong has implemented the New Senior Secondary (NSS) academic structure and curriculum. However, Hong Kong Government, policy makers and researchers have paid little attention to the educational situation and the career paths of the students with special educational needs (SEN) under the new curriculum. Thus, the current study was carried out, aiming to investigate parents’ opinions on their children’s post-secondary school transition. According to the results of focus group interviews, almost all parents of SEN students revealed that the most preferable career pathway was further study after their children graduated from senior secondary schools. Only when no study opportunities available would they consider job applications for their SEN children after they graduated. However, it should also be noted that a major concern of parents of SEN students was their children’s unsatisfactory academic achievement which could weaken their competitiveness, no matter whether they choose to work or further study as their post-school outcomes. In addition, the results indicated that these parents had little knowledge of current support services provided by schools, NGOs, and Hong Kong Government. Concerning current support services, they were particularly dissatisfied with those from the government. Noteworthy, parents all agreed that schools should be responsible for the post-school transition of SEN students. They also hope that schools, NGOs, and the government could take SEN students’ special needs into full consideration when these important stakeholders

就新高中課程發展，香港教育學院特殊學習需要與融合教育中心與香港特殊教育學會，於2011年合作進行一項關於「香港特殊學校智障學生中學畢業後持續教育課程需求」的研究。研究目的是收集特殊學校智障學生畢業後持份者對特殊學校智障學生畢業後持續教育課程的認識、期望、課程內容及支援。調查結果有助發展為智障畢業學生而設的持續教育課程。
[Copyright © 2013 The Hong Kong Special Education Society.]