The development of inclusive education practices have led to worldwide discussion of how best to deliver a more equal education apportunity for all. In Hong Kong this has led to the development of the concept of an inclusive curriculum for special schools. This paper looks at the implications of writing an inclusive curriculum that has common curriculum content for all pupils that is based on the State curriculum. Over a four year period, nine special schools for pupils of different designated disability collectively pooled their resources to work for one common curriculum goal. In doing so they discovered that the biggest challenge was to the teacher's hearts and minds. Over 130 teachers were involved in the project. It required a significant paradigm shift in the way the teachers thought both about what they taught and how they taught. It required a common team effort within and across each school. It was apparent that providing equal opportunity to raise standards of education for the all the pupils required the recognition that every teacher had to change their way of thinking, every teacher matters. 全納教育的發展及實踐已引發了全球性的討論，討論焦點為如何為所有學生提供平等教育機會的最佳方法。在香港，一個全納課程的概念正在特殊學校中發展。本文檢視這一套以中央課程為本及以課程內容適合所有學生的原則下發展的全納課程範式及其所涉及的問題。過去四年，九間收納不同弱能類別學生的特殊學校匯聚他們的資源，致力為達致同一課程目標工作。過程中，最大的挑戰來自教師的心能及熱誠。超過130位教師參與這個計劃。這計劃涉及一個重要的範式轉移，教師需要就教學內容及教學方法重新思考。這計劃亦需要學校共同努力。計劃顯示要達到為所有學生提供平等機會及提升教育水平的目的，每一位教師都需要改變他的思維方式︰一位教師都也不能少！
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Since the release of the official document on education reform, special schools in Hong Kong have been making efforts to develop their own school-based curriculum to echo the spirit of 'one curriculum for all' (Curriculum Development Council, 2001). However, there are several concerns when working towards this spirit: (1) it is difficult to help students with special educational needs (SEN) access the central curriculum due to the lack of guidance; (2) a common language has not been developed with agreed performance standards to describe students' attainment and learing progress; (3) and low expectations for students is common due to high emphasis on skills training oriented education and (4) a lack of direction in teaching and the understanding of the key learning areas. This article is, therefore, an attempt to (1) review the trends and related studies on 'accessing the central curriculum' from an international perspective; (2) discuss the concerns on assessment and curriculum development for improving access to the central curriculum for students with SEN in Hong Kong with respect to the "one curriculum for all' spirit; (3) describe a project (the SAME Project) in Hong Kong in this related topic and to highlight the accomplishment of the Phase 1 of the project. The implications to the field are also discussed. 自從教育改革文件發表以來，香港不少特殊學校都會致力發展校本課程去回應「同一課程」的精神。在過程中，遭遇不少問題，例如︰(1) 缺乏指引去協助有特殊教育需要學生學習中央課程；(2) 缺乏一個共通語言及共同同意的表現標準去描述學生的能力及學習進度；(3) 由於過份重視技能訓練引致對學生期望偏低的普遍現象；(4) 缺乏對主要學習領域的認識及教學方向。就上述情況，本文會 (1) 從國際視野檢視「接受同一課程」的趨勢及研究；(2) 就「同一課程」的精神討論如何評估及課程發展去改善香港特教學生接受中央課程的機會及 (3) 描述一個與此題目相關的計劃(「融通計劃」及介紹這計劃第一階段的成就。最後會討論此計劃對業界的含意。
[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]