由於每位學生都有其個別需要,故此如何照顧個別差異是學校以至每位老師的一個重要課題。根據香港教育局的融合教育運作指南,建議學校採用三層支援模式,以便因應學生不同的需要而提供適切的支援。而大多數學校均於每年的十二月起進行「及早識別和輔導有學習困難的小一學生計劃」(第一層:及早識別),並會設置輔導課,作為第二層支援的策略。作為學校負責統籌特殊教育需要的行政人員(下稱統籌主任),筆者希望透過檢視香港及不同地區對數學輔導教學的原則及策略,反思如何改善學校的小一數學輔導教學。Since each student has his or her own individual needs, how to cater for individual differences is an important issue for each teacher in schools. According to the Integrated Education Operation Guide of Hong Kong Education Bureau, it is recommended that schools should adopt a 3-tier intervention model to provide appropriate support to cater for students with different educational needs. Most schools carry out the "Early Identification and Intervention Programme for Primary One Students with Learning Difficulties" (First Tier: Early Identification) in December. Remedial classes, small group teaching and pull-out programmes will be involved as a Second Tier support strategy as well. As a school administrator (hereinafter referred to as SENCo) who coordinates the issues of special educational needs, I hope to improve the teaching of Primary One Mathematics in schools by examining the current principles and strategies of remedial teaching in Hong Kong and different regions.
[Copyright of 香港特殊教育期刊 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]

本文敍述本地一所中學如何透過全面地改革課程、教材、教學法及評估,推進融合教育發展的一段歷程。該校副校長以局內人的身份,闡述學校如何打破教師「各自為政」的文化,培育着重分享協作的團隊,以照顧不斷增加有學習困難學生的需要。This paper chronicles the comprehensive restructuring in curriculum, learning materials, instructional practices, and assessment in a local secondary school moving towards inclusive provision. It is written from the insider’s perspective of the school’s Vice Principal who recounts how the school moved away from practices of teaching in isolation and embraced a culture based on sharing and collaboration among teachers to accommodate the needs of an increasing number of students with learning difficulties.
[Copyright of 香港特殊教育期刊 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]

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.
[Copyright of

要裝備學生面對未來的世界，培養學生成為獨立的閱讀者以達致學會學習是教師非常重要的任務。對於在學習上有特殊教育需要的學生，常規的課堂未必能滿足他們的學習需要，本文展示一個結合元認知和動機理論的認知策略教學方案，倡議學校考慮採納針對性的閱讀策略輔導教學課，以交互教學法結合明確和直接的教學方式教授學生認知策略，讓學生於小學階段即能從小組互動的成功經驗中，建立自信、成為積極的讀者、享受從閱讀中學習的樂趣。 To prepare today's students to face tomorrow's challenge, one of teachers' crucial tasks is to help the students to develop a habit of reading independently aiming at learning to learn. For the students with special educational needs, regular classes may not satisfy their needs. This article aims to share a remedial teaching program design that combines metacognition and motivation theories and encourages schools to use remedial classes that specifically designed for teaching reading strategies for students who are weak in reading. By using reciprocal teaching with explicit and direct teaching of cognitive strategies, primary students are able to experience success via group interaction, to develop their self-confidence, to become active readers and to enjoy reading to learn as early as possible.
[Copyright of 香港特殊教育期刊 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]

本文從台灣特殊教育立法的進程和內容,反思現行香港特殊教育立法的情況,並獲得以下九項啟示:1.儘快訂定特殊教育立法的時間表;2.加深及擴展特殊教育立法的層次;3.列明有關特殊教育的具體條文;4.增加特殊教育的經費,並列明特殊教育經費的比率;5.明訂特殊教育教師的任用資格及聘用流程;6.重新檢視及列明特殊學生鑑定和安置的內容;7.延伸及擴展特殊教育的服務對象;8.訂立罰則及特殊教育的申訴機制;9.加入本地特殊教育發展的具體條文。This paper reviews the process and contents of the legislation of special education in Taiwan and discusses its implications on the current legislation situation for special education in Hong Kong. The review reveals the need for nine actions. 1. To set up a time table for the legislation of special education in Hong Kong as soon as possible 2. To refine and expand the levels of legislation 3. To list out the specific clauses of legislation 4. To increase funding for special education and list out the ratio of funding5. To clearly lay down the employment qualifications of special education teachers and the recruitment procedure 6. To review and lay out the details for the identification, and placement of students with special educational needs 7. To extend and expand the service targets for special education 8. To set up terms of penalty and a complaint mechanism for special education and 9. To add specific clauses for the development of special education in Hong Kong.
[Copyright of 香港特殊教育期刊 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]

本文透過個案,探討一種教師協作模式-課堂學習研究 (Learning Study) 的實踐共同體 (Community of practice)-如何協助老師解決智障學生學習數學所遇到的困難,從而提升課堂教學的成效。研究發現,課堂學習研究模式,使教師能透過前測及訪談,更具體掌握學習難點及教學焦點,而透過備課、觀課與修訂的教學循環能使教法更殝完善。實踐共同體的安排可使來自不同學校的教師進行跨校協作,有助特殊學校的教師提升教學技巧,並一同創造教學知識。本文建議此種模式可以推廣作為特殊教育老師一種持續專業發展的模式。This paper investigates the extent of a teacher collaborative model, Learning Study, in realizing the Community of Practice in special schools through a case study which helps teachers solve the learning problems of the mentally disabled students in the subject of Mathematics so as to enhance learning and teaching effectiveness. The findings indicate that the Learning Study approach enables teachers identify the learning difficulties and the teaching focal points from the pre-test and pre-lesson student interviews. During the co-planning, lesson observation and revising process of the teaching cycles, the pedagogies are further improved. The cross-school collaboration of the Community of Practice is able to help teachers in special schools enhance their pedagogical skills and create new instructional knowledge. This paper suggests that the collaborative model of Learning Study could be promoted as an approach for the continuing professional development of teachers in special schools.
[Copyright of 香港特殊教育期刊 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]

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.
[Copyright of 香港特殊教育期刊 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]