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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本文的主要目的是介紹一套為有特殊教育需要的粵語兒童而設的語文教育套件。此套件包括評估工具、語言發展階梯、課程內容和活動建議。希望套件對學童學習和語文科教師教學有幫助。套件內容包括學習語文中不同的範疇(例如︰聆聽、說話、閱讀和寫作等)的發展概況和資料，可供從事特殊教育工作者，特別是語文教師，參考和使用。此外，在使用套件的過程中，不同的專業人士有一起協作的機會，使彼此均有長足的發展。
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網絡教育透過互聯網的交流和學習，將把現今「以教室為中心」的學習模式，推展至全時間、多元體系的學習模式。特殊教育的老師應發展「以學生為中心」的課程，使學生在認知、態度和技能上產生質變。本文介紹的數碼資訊網頁，把網絡時代與教育連接在一起，說明教師應如何創設適合有特殊教育需要學生的科技化學習環境，如何運用電腦科技教育更新教學策略和方法，提升學習效能。本文亦探討電腦網絡教室及網頁的創設和加強師資科技教育培訓，對師資訓練課程作出建議。「天保民學校數碼資訊城」所提供的網上服務共分四類，包括資訊項目、教育項目、綜合資源及通訊功能。將學生、家長與教職員連成一體，使教育無界域，彼此分享知識資源，迎合新時代的步伐。
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本文介紹學校一間嚴重弱智學校在2001-2001年度參加教育署課程發展處的種籽計劃的過程。文中依序說明學校背景、教室經營的情況與學校過去的課程發展經歷，再敘說此次以三項共通能力，即批判思考能力、溝通能力與創造能力做為基礎所達致的成果；不但提昇及豐富了學校課程內容的素質，亦給予學校教職員一個寶貴的學習經驗。
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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.
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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.
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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.
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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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