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.
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This paper was an attempt to review the scene of inclusive education in Hong Kong throughout the development of educating children with special needs for the purpose of identifying challenges posed on inclusive education. It was shown that Hong Kong was still lagging behind the international context in this inclusive movement. Using the Three Domain Framework to analyse the situation, it was shown that the deeply rooted belief in some aspect of Chinese culture had a great impact to hinder the progress of inclusive education. Strategies related to the normative domain, the institutional domain and physical domain were suggested but ultimately progress depends on the government's decision to bring inclusive education forward as the major concern of education. 本文嘗試探討在香港特殊教育發展的歷程中，融合教育面對的挑戰。資料顯示融合教育在香港的發展情況仍落後於國際水平。文章從三個層面 (3 Domain Framework) 去分析融合教育的現況，發覺中國文化某些根染蒂固的信念可能是香港融合教育發展的主要障礙。文章從文化規範、體制及物質層面上作出改善的建議。然而，歸根究底，香港融合教育的有效發展，仍有賴於政府推行融合教育的決心。
[Copyright of Hong Kong Special Education Forum is the property of Special Education Society of Hong Kong Ltd.. Full article may be available at the publisher's website:
https://sites.google.com/a/seshk.org.hk/seshk-org-hk/c_publication]

This paper, based on a keynote speech delivered at "Rock and Roll of New Senior Secondary (NSS)" conference organised by the Special Education Society of Hong Kong, briefly reviews the journey from integration to inclusion in education for disabled learners. In doing so, it presents a social model of disability that provides the basis for inclusive education. It addresses current focus on inclusive education in Hong Kong and identifies gaps between theory and practices of inclusive education with a specific focus on the New Senior Secondary Academic Structure and its implication on disabled learners attending special schools. 本文取材自作者為香港特殊教育學會舉辦的【新高中的樂與怒】研討會上發表的講稿。文章簡略追溯了融合教育發展至全納教育之歷程，並以殘疾的社會模式作為提供全納教育的基礎。文章述及香港融合教育的現行重點，並以新高中學制為例，指出當中理論與實踐間之鴻溝及其對殘疾學生就讀特殊學校的影響。
[Copyright of Hong Kong Special Education Forum is the property of Special Education Society of Hong Kong Ltd.. Full article may be available at the publisher's website:
https://sites.google.com/a/seshk.org.hk/seshk-org-hk/c_publication]

Since the implementation of the "Whole School Approach to Integrated Education" in 1997, mainstream schools in Hong Kong have been encouraged to admit students who are identified with a wide range of learning needs. More recently, the concept of “inclusion” in the city has been widened to incorporate a significant number of newly arrived children from the mainland China, as well as non-Chinese speaking students. Given such a diversity of school population, however, research tends to suggest that practitioners in Hong Kong do not take a positive attitude towards inclusion. When responding to the challenges posed by inclusive education, it is important for practitioners and policy makers not to overlook legitimate local differences, especially in the role ascribed to education in the culture, and the processes of exclusion in different national settings. In this connection, this paper aims to provide a direction for the development of a cultural model of inclusion. By exploring the cultural meaning of “inclusion”, and observing how teachers respond to the diverse needs of learners in practice, the Model is expected to set a cultural-specific framework for inclusive teacher education. 自1997年,政府推行全校參與模式的融合教育,並不斷鼓勵香港主流學校接納不同類別而有特殊教育需要的學生入讀。近年來,融合的概念已涵蓋至照顧內地新來港兒童和非華語學童的需要。然而,即使學校的學生有不同的學習需要,很多研究卻均顯示參與者對融合教育的態度並不積極正面。面對融合教育的挑戰,參與者及政策制訂者不應忽視本土內各項差異,尤其是於文化層面內教育的角色及社會層面中是否存在排斥的情況。本文旨在為融合教育的文化模式提供一個發展方向。透過研究融合教育的文化含義和觀察教師處理學生差異的實際教學方式,期望為教師培訓製訂一系列有文化特色的融合教育教學法。
[Copyright of Hong Kong Journal of Special Education is the property of Special Education Society of Hong Kong Ltd.. Full article may be available at the publisher's website:
https://sites.google.com/a/seshk.org.hk/seshk-org-hk/c_publication]

The social communication needs of young adults with autism spectrum disorder (ASD) are complex and yet this area has not been well researched. The present study investigated the social inclusion of young adults with ASD in colleges. A total of 80 young adults studying full- time in colleges completed the self-developed on-line questionnaires on the social perceptions of their peers on the spectrum. The findings indicated that about half of the respondents would engage peers on the spectrum in their social groups. However, the respondents showed the least willingness of having someone with ASD to join their collaborative project groups. About half of the respondents mentioned the communication challenges in socialising with peers on the spectrum. Our findings re-affirmed that the importance of peer support to include young adults with ASD to different social and academic contexts in post-secondary education settings. The strength-based approach to support young adults on the spectrum to increase social connectedness and self-confidence is discussed. 自閉症譜系障礙(自閉症)年青人的社交環境是複雜、多層次的,但現時,這方面的科研卻十分缺少。本研究的目標是探討自閉症年青人的社交融合情況。80位全日制專上學院或大學生填寫了關於他們與自閉症同輩交往的網上問卷。數據顯示,大約一半的填卷者願意與自閉症同輩交往,但是他們卻最不願意與自閉症同輩做小組研習活動。大約一半的填卷者表示社交溝通困難是主要的挑戰。研究結果肯定了同輩互動對自閉症年青人融入社群及學習環境的重要性。總括而言,本文建議利用「優勢模式」來擴闊自閉症年青人的社交圈子及提升自信。
[Copyright of Hong Kong Journal of Special Education is the property of Special Education Society of Hong Kong Ltd.. Full article may be available at the publisher's website:
https://sites.google.com/a/seshk.org.hk/seshk-org-hk/c_publication]

The Self-Report Family Inventory (SFI) is a 36-item scale developed by Beavers, Hampson, and Hulgus (1990) to assess competent and dysfunctional family functioning. While the SFI is widely tested in the areas of counselling psychology and clinical psychology, considerably less effort has been allocated to examine its psychometrics in educational settings. By using both exploratory and confirmatory factor analyses (EFA and CFA) based on previous research, this study aimed to validate the Chinese version of SFI (C-SFI, Shek, 1998) with a sample of Hong Kong secondary students with special educational needs (SEN). The key purpose was to provide a useful tool to assess family functioning of this vulnerable population of students to inform practice improvement to cater for their needs. Consistent with Shek’s studies in typically developed students, the results of EFA showed a two-factor pattern. CFA results provided further evidence showing the best model fit indices were for the two-factor solution (i.e., family health and family pathology) compared with other competing models. This study also developed a short form (8 items instead of 36) of the C-SFI, which would be regarded as a parsimonious screening tool for researchers and practitioners to test family functioning of SEN students.家庭自我報告量表 (SFI) 是由 Beavers, Hamson, 及 Hulgus 在 1990 年編製的評估家庭功能狀況的量表。雖然該量表被廣泛應用於輔導心理學和臨床心理學，然而在教育領域的應用卻鮮有報導。本研究在已有研究的基礎上，通過探索性因素分析和驗證性因素分析評估中文版 SFI (C-SFI, Shek, 1998) 在香港有特殊學習需要中學生群體中的信度和效度。研究的主要目的是為有特殊教育需要學生這一弱勢群體提供一個有用的家庭功能評估工具。並在了解他們家庭功能的基礎上，為改進幫扶這一特殊需要群體的實踐提供指導作用。探索性因素分析結果生成兩個因素，這與已有的在香港普通學生中的研究結果一致。驗證性因素分析進一步提供了兩因素模型相關的擬合指數。本研究在原中文問卷的基礎上(36 條題項)，發展了一個簡化版 SF-C-SFI(8 條題項)。簡化版的兩因素與原版對應的兩因素之間的相關係數較高，達到 r=.92 以及 r=.94。 本研究初步為研究者和實踐者提供一個簡化版的篩查工具，用以評估殘疾學生的家庭功能。 Copyright © 2017 The Special Education Society of Hong Kong Ltd.

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.

升讀副學士課程的學生當中，不少對教育工作是抱有熱誠與希望的。香港推行融合教育已有 15 年之久，平等機會委員會在其《融合教育制度下殘疾學生的平等學習機會研究》鄭重地指出準教師於大學畢業前的特殊教育需要(SEN)的培訓是香港融合教育走向成功的一個路向。本研究以問卷形式，收集了副學士在接受培訓課前並於完成培訓及實習後對支援有特殊學習需要的學生在學習、教學支援、學生行為管理、與他人合作和行政支援的看法，以作為副學士課程的學生經歷了接觸及教育有特殊學習需要的學生之後感受的對比。數據分析顯示副學士對融合生的觀感正面，完成培訓及實習後於「教學支援」和「學生行為管理」方面有顯著的正增長。他們勇於接受 SEN 的個別差異，態度正確。需要指出的是若以男性與女性的副學士作對比時，女性對培訓的增長較男性大。此外，是次研究留意到副學士學生相當有耐性，可塑性極高。因此，若她/他們欲投身教育界，副學士畢業生會是擔任教學助理 (Teaching Assistant, TA) 的合適人選。
[Copyright © 2016 特殊教育學會有限公司.]

很多年前，參與融合教育計劃的學校多會聘用教學助理來協助照顧有特殊教育需要的學生,當時的聘用條件只需要中五學歷，有愛心及耐性，工作多集中在協助教師準備教材及於班房內提供協助，以文書工作為主。隨著時間的遷移，學校聘用教學助理的條件已經改變，對教學助理在學校所擔當的角色及職能亦有所改變。自 2008 年起，香港教育大學特殊學習需要與融合教育中心多次獲教育局委托開辦普通學校教學助理工作坊來培訓教學助理有關特殊教育需要知識及與教師協作的技巧，透過培訓期間的聚焦討論及課程問卷調查，發現現時教學助理的入職條件及工作跟融合教育推展初期有很大的改變。本研究嘗試探討現時教學助理的聘用要求及所擔當的工作，以了解教學助理在學歷、工作、學校期望及能力上的改變，如何適切現時融合教育的支援，並作出相關建議。
[Copyright © 2016 特殊教育學會有限公司.]

因應社會重視平等機會的理念，香港學校自上個世紀末便開始關注照顧特殊學生的需要；為了鼓勵主流學校照顧這類學生的學習，特區政府十多年來在中小學推行融合教育。此文除了回顧香港政府相關教育政策的發展外，亦會分享一所小學在這方面的實踐，以剖析香港融合教育政策的演變及其最新的發展。
[Copyright © 2013 優質學校教育學報.]