本文首先就我國特殊教育課程發展的背景，闡明了引進香港保良局余李慕芬紀念學校製作的語文教育套件的重要意義。文章介紹一份香港-內地合作，獲內地25所學校參與及以語言發展為特色的普通話語文教育套件的理論研究、教材開發和教學實驗研究。該研究根據兒童語言發展規律和弱智兒童語言特點，採用課程本位評估技術，通過教學活動設計及主題教學，建立一套課程與教學資源系統。其目的在於開發普通話版本的語文教育校本課程，使參與課程開發和教學實驗學校的700餘名弱智兒童得到有效的教育，同時，亦藉此培養一批具有校本課程開發能力、掌握語言發展評估和言語訓練技能的特殊教育師資隊伍。
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融合教育的推行，靜靜地改變香港學校教育的生態。融合教育是西方發達國家的教育產物，通過國際組織的策動而擴散。它是一個建基於人權和平等觀念，強調尊重差異的教育發展方案，但也是一種知易行難的辦學手段。本文試圖理順融合教育的基本觀念，認識它的運作元素和討論它的實踐問題。藉着回顧一些國際和本地的研究發現和發展經驗，作者還希望為融合教育的持續發展提供意見。在天賦的「異」中求人為的「同」，是融合教育需要不斷面對的挑戰。
[Copyright of 香港特殊教育論壇 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:
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今日的學童常在多元的學校環境中學習。如同世界其他各地，香港亦有各不同程度學習困難的兒童，逐漸融入主流學校的大趨勢。一般教育工作者因而增加了這方面的覺醒與需求，來滿足每一名不論是否殘障或具獨有特質學生的教育目標。本文敘述相關概念、理論、與有效策略來達成融合教育的最大成效。 Children in today's school are learning in a diverse environment. There has been a steady trend of inclusive education for students at various level of learning abilities and/or difficulties. General education practitioners are increasing their awareness of the requirements to fulfill individualized conditions and needs of each unique learner, whether disabled or nondisabled. This article will share information regarding major concepts, theories, and promising practices that can be implemented for better success of inclusive education for all students and school personnel.
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本文首先簡介讀寫障礙的概況如定義、出現率及如何影響學生學習和情緒行為發展等。並概述一項旨在協助小學讀障學生提升中文能力的計劃及有關經驗；研究對象包括群育學校和主流小學有讀寫困難的學童約共三百名。結果反映若能及早為讀障學生提供適切的語文訓練，不但能增強學生的語文能力，尤其在字詞學習的層面，更可減低學生出現情緒行為問題的機會。 This paper initially introduces the definition, prevalence rate and influences on student's learning, as well as emotional behavioral development, of dyslexia. It then summarizes the experience of a project that aimed to help Primary students with dyslexia in Chinese Language learning and prevention of emotional behavioral problems. The project involved about 300 dyslexic Primary students from Schools for Social Development and the mainstream. Results suggested that early and appropriate intervention in literacy training was important in uplifting students' language proficiency, especially on word level, as well as in preventing emotional and behavioral problems.
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香港最近經歷「3加3加4」的學制更改。這當中，有特殊教育需要的學生，他們應如何享有最合適與具成效的教育安排?本文介紹美國與台灣的相關學制與實行方式，提供香港政策者與教職同工、以及持份者(例如︰家長)參考，和藉此機會擴大討論，共同研商提昇相關服務的質素。 The Hong Kong academic structure has been restructured into a "3 plus 3 plus 4" system. Among practitioners in the local special education community, there has been extensive expression of concerns, preferences, and suggestions for improvement. What would be the best arrangements and practices for learners with special education needs (SEN)? This article tries to share experiences in the United States and Taiwan, for further discussion on better achievement and higher quality of service delivery, as well as best fulfillment of new senior secondary (NSS) and postsecondary students' critical educational and rehabilitation needs.
[Copyright of 香港特殊教育論壇 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:
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