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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生涯規劃不單只是職業上的規劃,而是要為個人面對人生種種不同情境,作出全面的分析和規劃。有特殊教育需要的學生因著智能、肌能及職能發展上的限制,職業發展只屬於他們生涯規劃的一部份;更重要的是讓他們的生命有意義、有質素,並有尊嚴地渡過。本文嘗試討論香港及其他地方有關特教生生涯規劃的原則與理念,為建立他們整全人格的生涯規劃定位。文中介紹美國行之有效的生活為本教育轉銜課程,並以香港不同課程體系為比較實例,展示如何將生涯規劃應要掌握的內容在課程中實踐。Life planning is not just career planning but also helping individuals to face with all kinds of situations in life and make comprehensive analysis and planning. Students with special educational needs, because of their intellectual, physical and work limitations, career development can only account for a part in their life planning. The most important thing is to create a meaningful life with both quality and dignity. This paper attempts to discuss the principles and concepts in life planning of students with special needs in Hong Kong and other countries for establishing holistic personal development. In the paper, effective implementation of the Life Centered Education (LCE) Transition Curriculum in United States would also introduced. Some Hong Kong curriculum models were discussed for showing how local institutions practice life planning throughout the local curriculum context.
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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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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.
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