Team-Teach is a school-wide holistic approach developed overseas and now available in Hong Kong for the management of children’s challenging behaviors. Training workshops in Team-Teach strategies are conducted by the Centre for Advancement of Inclusive and Special Education at the University of Hong Kong. The study reported here explored participants’ evaluations of a workshop for trainers, based on Team-Teach principles. In particular, attention was given to suitability of course objectives, relevance and quality of training materials, and skills of the trainers. Participants’ perceptions were then analyzed against their demographic information (ages, occupations, work settings). A follow-up study involving questionnaires and individual interviews was conducted one month after the training ended. Findings indicated that participants’ evaluations of the workshop were very positive, and similar to those reported in the UK, Northern Ireland and New Zealand. Brief suggestions are made for modifying some aspects of the workshop to suit the Hong Kong Chinese context. Copyright by Special Education Society of Hong Kong Limited. All Rights Reserved.

It is agreed that many children with disabilities benefit from instruction in social skills. This literature review looks at various approaches to the teaching of social skills to students with disabilities that significantly impact behavior, discusses the rationale behind social skills training, and questions the wisdom of limiting particular approaches to students with specific disabilities. The authors urges special educators to consider the overall efficacy of social skills training in general, the effectiveness of particular approaches, and the wisdom of sharing procedures and techniques across categories of disabilities. 很多人相信殘障的兒童都能夠在社交技能訓練中獲益。本文探討最為影响殘障兒童行為的不同社交技能訓練方法及社交技能訓練的背後理念。文章並質疑將某類社交技能訓練方法局限於處理某種殘障類別的理據。作者目的是鼓勵特殊教育工作者持開放態度，考慮社交技能訓練的整體效益並從不同社交技能訓練方法中針對性地找出最適合處理不同殘障類別的方法。
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