嚴重智障學生與一般學生一樣，都需要學習新事物及不斷成長，老師必須了解學生不同的特點及需要，設計合適的教學策略，並要不斷檢視成效，才會有學習成果。本文闡述老師嘗試透過問、想、做、評的行動研究步驟，剖析學生需要及現有問題，並訂定施行方案，分享行動研究的經驗，並展示教師專業成長的歷程。 Similar to their mainstream counterparts, students with severe intellectual disabilities will need to be exposed novel experiences for them to be able to learn and develop. Teachers of these students will have to be sensitive to their learning needs and characteristics to be able to design appropriate teaching strategies. And to make sure that the desirable learning outcomes are reached, on going evaluation of the effectiveness of these strategies will be needed. This paper describes how a team of teachers applies the Problem Identification, Planning and Program Action research model to analyses the needs and difficulties of their students for making decisions on their implementation plan for teaching. The process of implementation also demonstrates how the team of teachers developed professionally through such action research process.
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基於獨特的歷史背景，加上東西文化頻繁往來的交流與歷練，以及政、經等環境的演化和變遷，對香港特殊教育政策的制定有一定的影響，香港的教育決策者、施政人員，協同前線同工，近年逐步摸索而推出一套略有所成，但仍須繼續加以改進且依序提昇，以便更擴大推廣的「全校參與」融合教育實行模式。此模式之優劣處有其值得探討和大家研究的地方。本文旨在就實現融合教育的發展做初步綜合介紹，並搭配亞太其他地區的互動經驗，與非正式研究所得到的一些結論，做一個簡咯的報告。藉以拋磚引玉，廣邀同行先進，深入討論，追求有更高品質的成就，來嘉惠學子。 Hong Kong's unique historical background and frequent exchange of Eastern and Western cultures and experiences, plus the recent evolution in political and economic situations, may have been the catalyst for the development of today's whole school approach model for inclusive education by policy makers, administrators, and frontline practitioners. This paper is an attempt to introduce initial-stage studies into Hong Kong practices, with confirmation and additional findings in the Asia-Pacific region. The author wishes to promote further collaboration for the advancement of programs and services to benefit our students.
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作為凝聚有特殊教育需要子女家長的處所，特殊學校是有責任組織適切的活動，支援家長克服子女的學習及成長困難。本文概述一所收取中度智障學童的學校，如何透過發展性小組去支援校內的家長，並探討如何就這些孩子家長的需要、家校合作的現況、家長參與的層次與區分、家長賦權歷程、學校背景、朋輩輔導及小組發展歷程等概念，去全面理解不同持分者在籌辦家長互助小組過程中，要準備的工作及注意事項。透過有層次地去組織支援家長的「伴你同行」小組，除能夠支援更有需要的家長，加強他們處理子女學習、行為、情緒問題，增強親子關係並完備家庭與學校合作的同時，亦促使家長間建立一個非常規的支持和朋輩網絡。 Special schools being a place for gathering parents of students with special educational needs bear the responsibility of organizing supporting services for these parents to overcome difficulties encounter by their children. The paper describes the efforts of a special school for moderate intellectually disabled students in applying developmental group work to support the parents of the school. While considering the needs of these parents, current trends of home-school cooperation, differentiated levels of parental involvement in a school, parent empowerment process, school background, peer tutoring and group development processes for enhancing the understanding of different stake-holders of the school to plan and organize parent groups of such purposes are examined and applied. In the end, not only that the parent support group supported the more needy parents in strengthening their methods of coping with learning, behavioural, emotional difficulties and parent-child relationship. The support group too facilitated home school cooperation process, an informal peer support network amongst these parents is formed as another source of support for parents of the school.
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本文探討在倡議智障人士應有生涯規劃下，香港的特教工作者可以如何為智障人士設定引向其期望的生涯規劃。在缺乏成人出路的配套，許多智障人士畢業後變成宅男、宅女。少數得到安置的智障人士，由於成人單位人手不足，他們的生涯亦在少活動、長等待中過去，要求提昇人手比例或生活照顧質素看似奢求。智障人士家長面對子女的醫療、居住、交通等種種生活難題，得到的只是政府重覆的敷衍回應，家長的訴求退卻至致力減少輪候的年期。通過作者個人觀察及實踐體驗，本文提出一些對智障人士生涯規劃的初步建議。 This paper looks at how in advocating for the right to proper career planning, special educators in Hong Kong should guide people with intellectual disabilities to achieve their expected career path. Without the provision of adequate exit arrangements for career placements, many students with intellectual disabilities become unemployed after completion of their school education. For the few who have been given immediate placements, there are very few activities organized for them as adult service units are always short of staff. They tend to spend most of the time idling. Any request to raise the staffing ratio and the quality of care appears to be luxurious. Confronted with other problems in medical services, housing and transportation, what parents of people with intellectual disabilities get are repeated casual responses from the government resulting in parents only asking for the shortening of waiting period. Through personal observation and practical experiences of the author, this paper offers some initial suggestions on career planning for people with disabilities.
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新移民學童的母語各有不同，即使他們的母語是廣東話，他們不同的文化背景亦會影響到他們的語言能度不同，詩春桂和寧春岩(1997)認為語言態度會影響教師對學生的態度，相對地，新移民學童對語言的態度又會否影響教師怎樣看他們呢?本研究會採用異語配對/改變裝束測試法(the match-guise techniquc)，探討新移民學童對於第二語言的態度，調查對象共有57名新移民學童，其中20名為同一間小學的小學生，37名為同一間中學的中學生。研究結果顯示新移民學童對不同的語言確存在不同的態度，而學童的語言態度普遍偏好廣東話和英語，同時普遍覺得英語比普通話優勝。
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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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本行動研究是探索「合作學習」對提升「小學加強輔導教學計劃」(簡稱「加輔」)學生數學學習能力的成效。研究對象是13位小學六年級「加輔」學生。研究為期約七個月時間。透過學科測驗、觀察及訪問，評估「合作學習」對學生的學習成績及興趣的影響。研究結果發現「合作學習」提升了「加輔」學生學習數學的興趣及學業成績。其中，最大的受益人是那些成績一般的學生，因為他們在合作學習中的小組活動，需反覆研習及解釋一些計算方式給同組組員認識，所以他們的記憶得以牢固。而一些成績很低的學生，卻未有改善。此外，本研究更發現學生的合作技巧與他們的數學科成績有直接的關係。
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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