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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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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就新高中課程發展，香港教育學院特殊學習需要與融合教育中心與香港特殊教育學會，於2011年合作進行一項關於「香港特殊學校智障學生中學畢業後持續教育課程需求」的研究。研究目的是收集特殊學校智障學生畢業後持份者對特殊學校智障學生畢業後持續教育課程的認識、期望、課程內容及支援。調查結果有助發展為智障畢業學生而設的持續教育課程。
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