Research reveals that generic skills are essential for supporting students to not only finish school education but also achieve transition to the workplace and adult life. However, a comprehensive literature review found limited studies have been done to develop an assessment tool for examining the generic skills of students with special educational needs (SEN). Based on two sub-studies, the current study aimed to develop a short form of the Generic Skills Teacher-Rating Scale (GSTS) to assess six generic skills (i.e., Collaboration, Communication, Problem-solving, Self-management, Information Technology, Critical thinking) of SEN students. A total of 231 Hong Kong students from six special schools (including primary and secondary levels) participated in the two studies. Both CFA and Rasch analyses support a six-factor solution of the GSTS with reasonably good model fit indices. Researchers and educators may view the GSTS as an assessment tool, adding more information on SEN students’ generic skills beyond classroom settings to understand the daily-life functioning of students in special education and inclusive education settings. Implications of the results and future directions are also discussed. Copyright © 2022 The Special Education Society of Hong Kong Ltd.

Background: Students with special educational needs (SEN) often face dehumanization, which negatively impacts their mental health, daily functioning, and educational outcomes. This study seeks to address the research gap in dehumanization literature by examining the prevalence, dynamics, and consequences of self-dehumanization and other-dehumanization among SEN students. Moreover, by utilizing psychological experiments, the study aims to identify potential intervention strategies and make recommendations to minimize the negative psychological consequences derived from the dual model of dehumanization. Methods: This two-phase, mixed-methods study incorporates cross-sectional surveys and quasi-experimental designs. Phase 1 investigates the self-dehumanization of SEN students and other-dehumanization from non-SEN peers, teachers, parents, and the public. Phase 2 involves four experimental studies to evaluate the effectiveness of interventions emphasizing human nature and uniqueness in reducing self-dehumanization and other-dehumanization of SEN students, as well as their associated negative consequences. Discussion: The study fills a research gap by examining dehumanization in SEN students, applying dyadic modeling, and identifying potential solutions to ameliorate dehumanization and its negative consequences. The findings will contribute to the advancement of the dual model of dehumanization, increase public awareness and support for SEN students in inclusive education, and promote changes in school practice and family support. The 24-month study in Hong Kong schools is expected to provide significant insights into inclusive education in school and community settings. Copyright © 2023 The Author(s).

Subject-specific training in mathematics teaching for students with intellectual disabilities (IDs) has been little studied in the academic field and is uncommon in the practice of teacher education. Given that teachers face significant challenges in regard to teaching mathematics to ID students, it is necessary to know whether there is a need for subject-specific training. If yes, what kind of subject-specific training do teachers need? What kind of subject-specific knowledge should be covered? How can this kind of training contribute to improving mathematics teaching for ID students?To answer the above questions, this study focuses on one particular teacher professional development programme (BE MATHS programme) for mathematics teachers who teach ID students in special schools in Hong Kong. Programme effects and the contributing factors of the effects are examined to explore whether and how subjectspecific support can contribute to the profession of teaching mathematics to ID students.The study is conducted via a mixed-methods approach. First, it uses quantitative measures to examine teachers’ changes in mathematics teaching efficacy and students’ changes in their academic engaged time in mathematics classes. Second, a qualitative approach is used to explore the contributing factors of the changes.Quantitative results show that the programme has a significant positive effect on teachers’ mathematics teaching outcome expectancy and a conditional positive effect on teachers’ personal mathematics teaching efficacy. It is also found that the programme can improve teachers’ mathematics teaching by engaging more students in mathematics learning.The qualitative findings in this study show that the design of teaching and learning trajectories with subject experts is a substantial learning activity for teachers. During the design process, teachers and subject experts identified knowledge gaps within the mathematical content to be delivered to ID students and successfully inserted

本研究旨在探討透過行為改變技術來提升中度弱智兒童科技學習的成效層面。從國際性及東亞區研究範疇中，很少特殊教育研究涉獵這個學習層面。因此，本研究以前、後測法來比較 12 位中一至中五年級中度弱智學生在非科技教學組、科技教學組及行為改變技術融合於科技教學組中的學習差異，藉此嘉惠有特殊教育需要的學生。This paper attempts to explore into possible enhancement of using behavior modification (BM) techniques for moderately retarded schooling children’s learning through information technology (IT). Facing the under-researched special education topic in international and East Asian research literature, the paper compares the pre- and post-test learning outcomes of 12 moderately retarded students at Grade 7-12 levels in the three groups of not using IT, using IT and using IT in BM settings through quantitative research methods, for the sake of those students with special educational needs. Copyright © 2005 香港中文大學香港教育研究所 ; 華南師範大學教育技術研究所.

In Hong Kong, the principle of 'one curriculum framework for all' applies to all students, including students with special educational needs (SEN) (EDB 2020. "Special Education Needs." https://www.edb.gov.hk/en/curriculum-development/major-level-of-edu/special-educational-needs/index.html). Students with intellectual disabilities (ID) are expected to achieve the same learning targets as their counterparts in mainstream schools. Within this common curriculum framework, students (age 6-14) study Music with one of its overall aims 'to develop creativity' (CDC 2003. "Music Curriculum Guide" ("Primary 1 - Secondary 3"). Hong Kong: CDC, 11). This qualitative multiple case study reports a sample of nine music teachers fostering the musical creativity of students with ID. A discussion of the findings reveals that in this sampling: (1) instructional strategies focus on the process not product of musical creativity, (2) creative fostering strategies embody gamification and (3) these music teachers re-frame creativity as being innate and commonly held by their students with ID. Copyright © 2021 Routledge.

This article describes the evolution of inclusive education in Hong Kong, moving from segregation via integration to inclusion. The outside influence of education policies and trends from Britain, Australia, and the United States are identified, and the current situation is described. In particular, obstacles that are encountered on the route to inclusion are compared with those found in other countries. These obstacles include large class size, teachers’ often negative attitudes, parents’ expectations, teachers’ lack of expertise for adapting the curriculum and for providing differentiated teaching, and ongoing conflicts between the notion of ‘inclusive schooling for all’ and the ‘academic standards agenda’. Copyright © 2021 Cambridge University Press.

This article analysed missionaries' roles in the development of general and special education by examining the relationship between the Great Commission and education and the biblical perspective on disabilities as the foundational links between their work and inclusive education. While missionaries have not been directly involved in the practices of inclusive education today, their work in initiating and formalising special education services has facilitated a more welcoming attitude toward individuals with disabilities, and propelled governments around the globe to make special and inclusive education a public responsibility when socio-political environments demand it. To provide a concrete illustration, this article used Hong Kong as an example by examining missionaries' key involvements and impact in its development of public education from the early colonial era to today's inclusive education. The missionaries' legacy in Hong Kong's inclusive education development lay in their nurturing of Christian educators as supported by a high number of public Christian schools and Christian educators advocated for inclusive education, and in their efforts to formalise special education during the early colonial era (175).
[Copyright of Journal of Beliefs & Values: Studies in Religion & Education is the property of Routledge.]

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.

近年本港出現多所由教育統籌局倡議成立的特殊學校暨資源中心，期望能為就讀於主流學校的具特殊教育需要學童及其教師提供支援，解決他們在學與教上面對的困難。這些特殊學校暨資源中心除提供一般的特殊教育服務外，承擔了融合教育的先導角色。就此，政府理應清晰地保證其適切的資源投入；在營運過程中，鼓勵及輔導這些機構因應實際需求，提供多元化的支援服務；而對其產出亦要有一定的問責機制，監察資源的投放是否能符合成本效益原則。這項措施實為本地特殊教育發展的一個重要里程，其成敗關係著融合教育的推展是否暢順，相信這是業界的共識。 本文作者從教育政策的制定、學校組織變改革兩個視點嘗試初步分析這項措施，指出多項在應然及實然層面間可能存在的問題，並提出知識型經濟社會下特殊學校暨資源中心的存在意義及可能模式。期望能引起業界關注及討論。 With the recent development on the pilot project to develop special schools into resource centers by the Education and Manpower Bureau for supporting students with special educational needs being integrated into the mainstream schools, a number of special schools are acting as pioneers for developing integrated education in Hong Kong. The Government should therefore take an active role for providing resources as well as monitoring the impact of the pilot project as the project will become one of the key milestones in the development of special education services as well as integrated education in Hong Kong. The article attempted to discuss the important issues involved in developing special schools into resource centers and the possible strategies for promoting such development.
[Copyright of 香港特殊教育論壇 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]

香港最近經歷「3加3加4」的學制更改。這當中，有特殊教育需要的學生，他們應如何享有最合適與具成效的教育安排?本文介紹美國與台灣的相關學制與實行方式，提供香港政策者與教職同工、以及持份者(例如︰家長)參考，和藉此機會擴大討論，共同研商提昇相關服務的質素。 The Hong Kong academic structure has been restructured into a "3 plus 3 plus 4" system. Among practitioners in the local special education community, there has been extensive expression of concerns, preferences, and suggestions for improvement. What would be the best arrangements and practices for learners with special education needs (SEN)? This article tries to share experiences in the United States and Taiwan, for further discussion on better achievement and higher quality of service delivery, as well as best fulfillment of new senior secondary (NSS) and postsecondary students' critical educational and rehabilitation needs.
[Copyright of 香港特殊教育論壇 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]