近年，香港學校多以「自主學習」為旗幟，爭相模仿推行，甚至把自主學習看成是一種教學方式，以進行教學改進，可是對此中涉及的很多學習概念及策略，卻未有準確理解。本文嘗試分析各地推行的自主學習，大致歸納為三個取向，以作學校改進的參考：（1）源於西方認知發展理論中人在自我調適過程（self-regulated process）的角色；（2）中國內地在「還課堂給孩子」的觀念下，於課堂上進行不同形式的學生學習活動，並以「預習」及「導學案」來配合；（3）香港利用資訊科技發揮電子及網上學習的優勢，鼓勵學生主動學習。本文亦因應香港學校的實況，探索在學校層面制訂推行自主學習的策略及有效推動的關鍵。Self-directed learning (SDL) has become a prevalent focus of development in Hong Kong schools in recent years. However, a more thorough discussion on the concepts and strategies related to SDL is anticipated to clarify its core essence and understand its impact. Based on the analysis of different initiatives to facilitate SDL across countries/regions, three orientations are consolidated in this article to provide insight into facilitating SDL: (1) the metacognition orientation, developed in Western countries, which emphasizes the role of self-regulatory process in human development; (2) the instruction model orientation, prevailing on the Chinese mainland, which emphasizes students' autonomy in learning and is supported by students' effort in "preparation" and "pre-lesson enquiry"; and (3) the learning enrichment orientation in Hong Kong which encourages SDL through the support of information technology (e.g., e-learning, Web teaching, flipped classroom). This article identifies the essence of encouraging SDL and discusses the conditions for facilitating SDL effectively in the context of Hong Kong. Copyright © 2014 香港中文大學.

本文是探討如何運用校本電子教材，提升特殊學校不同科目的教學效能，如「個別差異照顧」、「自主學習」、「混合式教學」、「互動模式及師生角色」等。結果顯示，透過校本電子教材教學，教師在「個別差異照顧」及「自主學習」等方面，意識非常清晰，提升了學生的學習動機和課業表現。結論指出教師應多利用電子教科書的優勢，提供不同互動方式，使教學更能以「學生為本」。This paper is to examine the effectiveness of school-based e-learning materials in the aspects of learning diversity, self-regulated learning (SRL), blended learning mode; and interaction mode & role of teacher and students in special schools. From the findings, with the use of the school-based e-learning materials in teaching, the teachers were with good awareness on the learning diversity and SRL that led to the enhancement of learning motivation and performance among students. It was recommended that teachers should make full use of the e-learning materials so as to provide different interactive learning. This will help the learning be more student-centered. Copyright © 2018 特殊教育學會有限公司.

The present action research examined the effectiveness of one pre-school teacher professional development with the focus of deep understanding of autism behaviour and the practical application of three evidence-based strategies: social story (auditory means), TEACCH (visual support) and positive behavior support. The purposive and self-selected samples of 27 pre-school teachers and their students be diagnosed with or suspected of having autism were recruited (N=32) from seven local kindergartens. The teacher participants of the experimental group completed one two-day workshop and received school-based consultations with the input from autism experts. The teacher participants of the control group received delayed teacher training. The teacher participants completed two instruments in Chinese, the Aberrant Behavior Checklist and the Checklist for Learning, Social and Emotional Adjustment (Kindergarten version) to measure the student performance. The teacher participants completed another two self-reported instruments in Chinese, the revised 10-item Attitudes and Concerns about Inclusive Education Scale (SACIE-R) and the 18-itemTeacher Efficacy for Inclusive Practice Scale (TEIP). The data indicated that the student participants of the experimental group reduced the challenging behavior and at the same time they showed improvement in learning and peer interaction. For the teacher participants of the experimental group, they showed more awareness about the inclusion needs of their students on the spectrum. They also recognized the function of having expert input to further enhance teaching efficacy for inclusive practice. The preliminary outcomes here confirmed the positive impact of the holistic and practical approach to pre-school teacher professional development for supporting learning diversity.本硏究以行動研究探討一項著重知識及實踐的學前老師專業培訓，培訓內容包括深度理解自閉症特徵及實戰執行三項有循證數據的支援策略：社交故事（直接、具體的口頭指令）、TEACCH（視覺提示）及正向行為支持。參加者為來自七間幼稚園的 27 位老師及其 32 位有自閉症診斷或懷疑個案的學生。實驗組的老師完成兩日的工作坊和接受有自閉症專家參加的校本諮詢。比較組的老師於研究完成後接受培訓

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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ALL students, irrespective of their learning abilities and medical disabilities, should have access to the principles and practices of mainstream education. This is the guiding principle of equal opportunity in education that has been successfully promoted by the concept of inclusion. This paper identifies a diversity-based approach that requires special schools to look at their provision through the pedagogical, curriculum management and assessment procedures that apply to students of all levels of attainment. It provides a mainstream education perspective and not a special school education perspective. In 2006 a team of teachers from nine special schools in Hong Kong with the full range of classified learning difficulties joined a curriculum development Project called SAME and initiated the writing of one new common curriculum based on mainstream education. (The SAME Curriculum Project, 2008). Then in 2009 they wrote a form of continuous ipsative assessment to cover their common curriculum. The assessment tool called SCALE has been used for the past three years in the nine project schools to collect criteria (CASE, 2009). The results of this cross-school and within-school comparison of student attainment data provide for the first time, insight for schools to review their pattern of curriculum orientation and compare this with other schools with students of similar ability levels. Such information is crucial to inform school in curriculum management planning that will raise the level of student attainment. This paper explains how SCALE was written and explores the emerging data across schools to support yearly school review and planning; it explores the emerging data within school for classes; and it explores the emerging data to support teacher's practices with individual students. 平等教育機會及融合教育的主導原則是所有學生，不管他的學習能力及殘疾為何，應有機會透過主流教育的原則及方法進行學習。本文介紹一種以學習差異為本的教學方法，要求特殊學校透過一種適合所有能力水平學生的課程管理，評估程序及教學方式去檢視學校的教與學，同時以主流教育的視野作為設計的基礎。2006年一群來自九間特殊學校的老師，當中包括不同弱能類別及不用程度學習困難的學生，參加了一個名為融通計劃

Although Hong Kong students perform quite well in international performance measurements such as the Programme for International Student Assessment (PISA), there are issues concerning the significant differences between the newly immigrated students and the local students, the gender differences and variation of performances among schools and within schools. Indeed, learning diversity has become an important issue as students come from many different families and with various backgrounds. In order to provide students with equal opportunities to learn, the new senior secondary school curriculum has set out a new direction for catering to students’ learning diversity. The major design of the new curriculum is to offer more electives and enhance student choices. It is also intended to be implemented with flexible teaching strategies and a school-based curriculum and assessment. How this can be done has posed a big challenge to schools and teachers. This paper aims to explore how the newly implemented curriculum can cater to learning diversity in greater depth.