香港課程改革，乃是順應當前時段的需要，雖不免會為一般學校帶來負擔，其實亦能給予機會，提升教育質素。然而，有人說，課改指引往往偏重主流學校，與特殊學校(特別是嚴重弱智學校)的兒童的學力傾向搭配不上，需要加以調整和活用，才能銜接起來。本文初步介紹多所特殊學校工作人員在這方面的努力，並作出一般建議。特校同工每日忙碌之中，往往想要的不僅是由上而下達的指令，更盼望有持續的研討、進修機會，和豐富的教學資源與支援。特校同工應以課程改革指引為基礎，推動以學會學習、全人發展、終身學習，配合以學生為本的高品質教學內容，致力促進特教子弟們的共通能力，同時亦需包涵各個有實效的學習領域；我們亦應鼓勵第一線教職人員，在政策領導與高等教育專業人士的技術支援之下，全程參與、主導，以增加更佳成效。
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融合教育的理念在香港少有爭議，然而其實踐却引來業界以至整個社會的不安。而收納有特殊學習需要學童的主流學校數目亦有增無已，自1999年教育署正式啟動「融合教育計劃」後至去年止，已超過半數香港主流小學參加了「融合教育計劃」。這項標示人權、公平、與「反隔離」的教育倡導，漸成香港教育改革中的一項重要議程。然而，除了政府的正面報導外，不論在報章上、學術研討會上，或在學界的調查研究中，我們都可接收到各類有關持份者痛陳目前的融合教育政策與執行缺失的訊息。為數非少的家長、主流學校、及特殊學校都在這看似融合美境之中叫苦連連。本文從教育生態角度，剖析香港十年教改與融合教育措施的互動關係，分析主流學校與特殊學校的藍海策略，提出可借鏡某些國家承認雙重國籍的方案，提供融合生雙重學籍，以解構教育系統二分法造成的三輸局面。 The conceptual good will behind integrated education in Hong Kong attracts very little debate, while its implementation arouses unrest amongst the education sector and the community at large. Since the inception of integrated education by the Government in 1999, statistics last year indicated that there were more and more schools joining the programme and over half of the primary schools in Hong Kong have then joined the programme. This new trend, demonstrating the respect for human rights, equality and anti-segregation, is now becoming one of the key issues of concern within the education reform of Hong Kong. Except the favorable remarks made by the Government about the policy, there were heated debates in the education sector and the public concerning the negative impacts resulting from the implementation of integrated education within the media, academic conferences and researches. Parents, mainstream schools as well as special schools are all agonizing about the glossy picture painted for the policy. Using an ecological perspective to look at the implementation of integrated education in the past 10 years while focusing on the dynamics between the education reform issues and strategies for integrated education, the "Blue Ocean Strategy" can be adopted as a basic principle for mainstream and special schools to work successfully together. Similar to a country giving recognition to dual nationality, one of the strategies might be the adoption of a dual-registration system for students to register with both types of school for ensuring their successful survival within integrated education. The proposal can be a practical

本行動研究就香港紅十字會甘迺中心的貫通專業團隊於課堂時段的兩種協作模式───「貫通專業團隊主題式協作」(下稱「社適課」)和「治療師與科任老師合作」，探討二者對學生學習及專業交流的不同效果，藉以找出一個比較有效的貫通專業團隊合作摸式。研究分上、下學期兩個時段進行，上學期試行「治療師與科任老師合作」的方式，下學期試行「社適課」的方式，以學生於兩個時期各方面的表現，作出比較。研究對象為12名5-8歲就讀小一的身體弱能兒童。參與的職員設計及填寫兩份表格︰「社適課」行動研究學生評估表及「引導式教育」行動研究職員記錄表，並進行前測及後測，收集數據。研究結果顯示兩種模式各有優勝；「治療師與科任老師合作」模式較能照顧個別學生在學科技能上的發展，而「社適課」模式則優於促進學生成長的全面發展。 This action research aims at comparing two modes of trans-disciplinary approach under the notion of Conductive Education currently being adopted in the Hong Kong Red Cross John F. Kennedy Centre, i.e "Theme-based Collaboration" (or "Social Competence lessons) and "Subject-based Collaboration" (which involved co-teaching by therapists and class teachers) The objective is to find out which mode of collaboration is more effective for student learning and professional collaboration. The research was carried out in two phases during the same school year, one in each term. In the first school term, theapists and subject teachers collaborated on subject basis in designated Chinese Language, Physical Education and Visual Arts lessons. In the second term, therapists and the class teacher collaborated on theme basis. Twelve students from the same class of primary one, aged from 5 to 8, were chosen to be the subjects of the research. Participating staff members designed corresponding "Action Research Students Performance Assessment Forms" and "Staff Evaluation Forms". Data was collected by recording their own observation during the observed periods. The results showed that both modes have their respective merits. Skills of individual students could be better trained on subject matters when therapists and subject teachers collaborated, whereas students' personal development could be better facilitated when therapists worked with class teacher on "theme-based collaboration".
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"雲計算"甫自推出便被認定為︰面向所有普通用戶的計算系統。進入2010年，"雲計算"迅速普及，帶給社會的是訊息資源獲得的便利性及使用率的提高；而為支持者稱道的是其開放性和互動性。"雲計算"與"雲儲存"在工商界、在公共服務領域、在教育界的應用與探索備受多國關注，認為這是一項足以改變未來世界的重大科技發明。本文嘗從"雲計算"對特殊學習需要學童的學程經營的啟示，簡述一所特殊學校將生本學程經營平台轉移至"雲平台"上經營；讓教師、家長、及不同的專業工作者，透過即時、互動的網上協作活動，分享訊息並共參與建構生本的學與教流程。就這實踐經驗，筆者倡議為保障融合生在融入主流教育系統時的學習質素，可考慮為每一名特殊教育學習需要學生建立一個跨專業、跨家校、及跨教育系統的"融合雲"。 When 'Cloud Computing' was first introduced, it was regarded as a computing system for all users. Entering 2010,'Cloud Computing' was widely used and seen as an elevated tool of convenience and utilization to obtain information resources; while from the supporters' perspective, the benefit is the openness and interaction that it brings to the users. Many countries are attracted to both 'Cloud Computing' and 'Cloud Storage'. They thought that this technological innovation will bring huge changes in the future in the aspects of its application and discovery in both the industrial and commercial sectors, public services and education sector. This articles aims to summarize the transformation of traditional 'Student-based' learning platform into 'Cloud Platform' being inspired by 'Cloud Computing' that impacted on the learning process of students with special educational needs. And how the new platform enables teachers, parents and various professional workers to share information and participate in establishing the student-based flow of 'learning and teaching' as well as collaborative activities through instantaneous interactive web-based activities. The information sharing will bring about mutual participation and construction of teaching and learning activities. Based upon the practical experiences, the author suggests that in order to safeguard the quality of education services for integrated students in the mainstream education system, an 'Inclusive Cloud' comprising of interdisciplinary professionals, interactive home-school and educational systems should be constructed for every student with special educational needs.
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作為一所服務嚴重智障學生的特殊學校，教育與治療取向相輔相成，引導式教育正正結合了該兩個元素，讓身體弱能學生納入一個整全的發展和學習當中。過往引導式教育配合校本課程施行，學生在訓練和學習上均見成效，但由於校本課程採用單元式教學，未能兼顧學習領域的廣度和深度，是故學校在去年引入「融通」課程(英文縮寫S.A.M.E)。引導式教育與融通課程的共存成為了新的組合，兩者都需按情況進行調適，而參與的學生、家長及同工亦須面對不同的轉變和挑戰。 Education and therapy are complementary and equally important for the education of students with severe intellectual disabilities. Conductive education integrates these two important elements and brings in a holistic learning and developmental process for these students. In the past conductive education activities in the writers' school were matched with the school-based curriculum and there were some positive effects on training and learning. However as these were implemented in the Thematic Unit Teaching System of the school-based curriculum, some of the elements that provided breadth and depth of the key learning areas might have been missed out. This drove the school to introduce the SAME approach last year to replace the Thematic Unit Approach. The co-existence of the SAME and conductive education approach calls for mutual adaptation and poses a new challenge to students, parents and teachers.
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隨著特殊教育類別及介入方法的多年發展,有關特殊教育需要的文獻恆河星數,教師很容易迷失在眾多文獻推介的策略,而忽略了在課堂內外,營造正向教學環境的重要性,包括與學生建立有效溝通及良好師生關係。這些返璞歸真建立有效課堂教學的基本要素,在嚴重行為及情緒問題出現時,更能考驗教師及專業團隊的專業操守。核心要素包括:有效溝通、良好師生關係及結構化的課堂規劃,這三個要素在中度智障學校及自閉症譜系障礙學童教學上尤為重要,本文概述香港一所中度智障特殊學校的校本自閉輔導教學計劃,於2014至2016年間開展了「CRS」的教學計劃,「CRS」即代表 : C- 有 效 溝 通 (Communication) 、 R-良好師生關係(Relationship)及S-結構化的課堂規劃(Structure)。計劃主要是針對這三項息息相關的教學原則,利用行政措施及對位的教學策略,進行了對「CRS」的深化探討,並以此作為優化教學的策略,成為學校自閉輔導教學的核心價值。The abundance of researches on intervention methods in special education makes appropriate selection of teaching strategies confirming and sometimes caused the core elements of teaching being ignored. Teachers can get lost easily amongst the universe of research material and methods while forgetting the core education value for creating a positive classroom climate to support students’ learning. These positive support measures include the use of effective communication in building up good teacher-student relationship. These back to the basics of classroom teaching are mastery and effective ways for guiding and testifying good teaching practices especially in the presence of severe behavior and emotional problems. A project named CRS comprising the three core elements of teaching: C - effective communication, R - good student-teacher relationship and S - well-structured classroom activities, was implemented between 2014 and 2016 in a Hong Kong special school for moderate intellectually disabled students. These basic elements are especially vital for the teaching of students with intellectual disability and autistic spectrum disorders. Teaching elements deliberately linked with CRS were set up as administrative guidelines and teaching strategies developed for guiding professional practices to ensure that all school-based autistic teaching programme will be under the scrutiny of these elements. It was found that lessons and activities being planned are more structured and strategically conducted when being applied under the CRS framework.
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