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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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.
[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]