學習支援訓練手冊

CHAPTER 1: Introduction
第一章:引言

詹浩洋博⼠ 項⽬負責⼈ 

⾹港教育⼤學 特殊教育與輔導學系

Dr. Chim Ho Yeung, Hastings

(Project Investigator)
Department of Special Education and Counselling
The Education University of Hong Kong

詹浩洋博⼠是⼀位註冊中⼩學教師,擁有逾22年教學經驗。詹博⼠曾擔任中學英⽂科主任,現為教⼤特殊教育與輔導學系⾼級講師,主要負責部⾨的實習統籌,亦曾為BAT的副統籌主任。詹於英國布⾥斯托⼤學修畢博⼠學位,研究範疇主要為融合教育教師培訓。。

Dr. Hastings Chim has been a registered primary and secondary school teacher for more than 22 years. He served as an English panel head in a secondary school and is currently a senior lecturer at EdUHK, taking up the roles of Field Experience Coordinator for the SEC Department and previously
Co-Coordinator of the BAT program. He accomplished his Doctorate specializing in Inclusive Teacher Training at the University of Bristol.

 

何福全博⼠(顧問,客席助理教授)
⾹港教育⼤學 特殊教育與輔導學系

Dr. Ho Fuk Chuen
(Consultant, Adjunct Assistant Professor)
Department of Special Education and Counselling
The Education University of Hong Kong

何博⼠曾擔任專業發展課程的課程統籌(照顧有學習需要的兒童),以及BAT課程統籌。他曾任⾹港教育局特殊教育檢察組督學。何博⼠是多個外部資助項⽬的項⽬負責⼈,涉及閱讀障礙、想法解讀和教師專業發展協作模式。

Dr. Ho was previously the Programme Coordinator of the Professional Development Course (Catering for Children with Learning Needs) and Programme Coordinator of the Basic, Advanced and Thematic Courses for Teachers of Students with Special Educational Needs. He was formerly an inspector in the Special Education Inspectorate of the Hong Kong Education Bureau. Dr. Ho was the project leader of several external funded projects in the areas of dyslexia, Theory of Mind and collaborative mode of
professional development for teachers.

梁上群博⼠(⾼級講師II)
⾹港教育⼤學 特殊教育與輔導學系

Dr. Leung Sheung Kwan, Sharon
(Senior Lecturer II)
Department of Special Education and Counselling
The Education University of Hong Kong

梁上群博⼠是教育⼤學特殊教育與輔導學系⾼級講師,她專責的教學範疇,包括融合教育、適異教學、班級經營、課程調適及評估。梁博⼠具豐富的師資培訓經驗,亦熱衷於⾏動研究,協助合作伙伴學校,優化實務性的學習計劃,以提升多元化的教育成效。

Dr. Sharon Leung is a senior lecturer in teacher education. Her teaching areas include managing student diversity, differentiated instruction, curriculum adaptation and assessment. With teaching experiences in mainstream schools, special schools and tertiary institutions, she is interested in promoting collaborative action research for enhancing student learning as well as teaching practice in the context of today’s school environment.

林少峯博⼠
英國⼼理學會 特許⼼理學家
(學校個案經理)
⾼級講師II
⾹港教育⼤學 特殊教育與輔導學系

Dr. Siu F Lin, PhD AFBPsS
Chartered Psychologist
(School Case Manager)
Senior Lecturer II
Department of Special Education and Counselling
The Education University of Hong Kong

林少峯博⼠是英國⼼理學會特許⼼理學家和副院⼠。她在英國伯明翰⼤學科學院進⾏研究, 取得⼼理學哲學博⼠學位。林博⼠⼀直⽀援有特殊需要的孩⼦,他們的家⼈和⽼師。林博⼠的著作計有百科全書專題、國際期刊⽂獻篇章和個⼈專著。包括學習策略、藝術教育、⻘少年的情緒困擾和⾃殺、性教育以及親職教育。

Dr. SF Lin is a chartered psychologist and an associate fellow of the British Psychological Society. She obtained her PhD at The University of Birmingham in the UK. Dr Lin has been supporting children with special needs & conducting teacher & parent consultations for decades. Dr Lin has published in both English & Chinese languages for encyclopedias, journals & books. Subjects include art education, youth suicide, dating behaviour & sexual education, children’s learning, parenting & emotional needs of children & adolescents.

陳偉⺠先⽣(客席講師)
⾹港教育⼤學 特殊教育與輔導學系

Mr., Chan Wai Man, Avstin (Guest Lecturer)
Department of Special Education and Counselling
The Education University of Hong Kong

陳⽼師當了中學⽼師已經有三⼗四年。作為副校⻑,他對培養及發展⻘少年的各種計劃和活動,不論是策劃、推⾏或監控,都有豐富的實踐經驗。由於對教育的熱愛,剛退休的他,願意對教育界繼續作出貢獻。

Mr. Chan has been a registered secondary school teacher for more than 34 years. Being the vice principal in school, he has rich experience in planning, implementing and monitoring programmes related to students’ growth and development. He would like to devote his time in education
after retirement because of his great passion in education.

程秀雯⼥⼠(客席講師)
⾹港教育⼤學 特殊教育與輔導學系

Ms. Ching Sau Man (Guest Lecturer)
Department of Special Education and Counselling
The Education University of Hong Kong

程秀雯⼥⼠曾於特殊學校及主流學校服務逾30年。她亦曾出任教育中⼼校⻑、⼩學副校⻑及慈善團體⾏政總監等管理崗位。對於推⾏融合教育、資優教育、社區服務和家⻑⽀援,她亦有豐富的前線經驗。程秀雯⼥⼠⽬前是⼤學特殊教育及資優教育在職教師專業培訓課程導師。

Ms. Ching Sau Man has served in special schools and mainstream schools for more than 30 years. She has also held management positions such as principal of education center, vice principal of primary school, and executive director of charity organisation. She has extensive experience in the
implementation of inclusive education, gifted education, community service and parental support. Ms Ching Sau Man is currently an instructor of the University for the Special Education and Gifted Education In-service Teachers Professional Training Programme.

馮桂儀導師 (客席講師)
⾹港教育⼤學 特殊教育與輔導學系

Ms. Jessie Fung Kwei Yi, Jessie
(Guest Lecturer)
Department of Special Education and Counselling
The Education University of Hong Kong

馮桂儀導師⽬前正拓展⼀項⼤灣區早期介⼊教研基地計劃。她歷任⾹港教育⼤學特殊教育與輔導學系、幼兒教育學系⾼級講師及特殊學習需要與融合教育中⼼項⽬經理。馮導師具有超過⼆⼗載的兒童及⻘少年教育、發展⼼理學、家⻑輔導、特殊及融合教育的師資培訓、亦有校本與⾮牟利機構的教育項⽬顧問⼯作經驗。

Ms. Jessie Fung is presently the Project leader of Launching an Education and Research Base for Early Intervention in the Greater Bay Area. She formerly was a Senior Lecturer at the Department of Special Education and Counselling and the Department of Early Childhood Education and later acted as Project Manager of the Centre for Special Educational Needs and Inclusive Education
at The Education University of Hong Kong. She has over 20 years of teacher training experience in early childhood education, developmental psychology, parent counselling, and special and integrated education. She has also extensive working experience in education project consultancy for school
based and NGOs.

何碧盈博⼠(客席講師)
⾹港教育⼤學 特殊教育與輔導學系

Dr. Ho Pik Ying (Guest Lecturer)
Department of Special Education and Counselling
The Education University of Hong Kong

何博⼠是⼀名註冊⼩學和幼兒園教師。何博⼠研究範疇包括早期介⼊及電⼦化IEP系統。她⼀直在不同教育領域⼯作,擁有廣泛的在前線教學、教師培訓和家⻑教育⽅⾯的專業經驗。何博⼠⼀直在多所⼤學和⾼等教育機構教授本科和研究⽣教育課程。她還為學校以及兒童住宿服務中⼼提供在職培訓和諮詢服務。

Dr Ho has been a registered primary and kindergarten teacher. Dr Ho’s research interests include early intervention and electronic IEP System. She has been working in different fields of education and has extensive professional experience in frontline teaching, teacher training and parent education. Dr Ho has been teaching undergraduate and postgraduate education programmes for various universities and higher education institutions. She also provides parent education, in-service training and consultation services to schools, as well as centres for children residential services.

 

蘇建群先⽣(客席講師)

⾹港教育⼤學 特殊教育與輔導學系

Mr. So Kin Kwan, Kennith (Guest Lecturer)
Department of Special Education and Counselling
The Education University of Hong Kong

蘇先⽣有近40年在教育界⼯作的經驗,尤熟悉特殊教育。 他曾任特殊學校校⻑及⾹港教育局質素保證分部督學,在評估學校質素表現⽅⾯積累了不少經驗;包括評估在融合教育政策下對有特殊教育需要學⽣的⽀援成效。 蘇先⽣在教⼤的⼯作主要是負責到校⽀援的特殊教育專項計劃。⽬前,他亦是教⼤的兼職講師。

Mr. So has almost 40 years’ experience in the field of education, and he is especially knowledgeable about special education. He had been a school principal in special schools and an inspector of the Quality Assurance Division of Education Bureau, Hong Kong, which enabled him to gain a lot of experience in assessing the quality of school performance, including the support for SEN under the policy of integrated education. Mr. So has coordinated a few school support projects while he is working at EdUHK. Currently, he is also a guest lecturer at the University.

劉賀強先⽣(客席講師)
⾹港教育⼤學 特殊教育與輔導學系

Mr. Lau Hor Keung
(Guest Lecturer)
Department of Special Education and Counselling
The Education University of Hong Kong

劉賀強先⽣是⼀位退休中學校⻑。他現時擔任在職教師照顧學習能⼒差異⾼級和專題課程的實習導師。劉先⽣曾統籌和教授⾹港教育⼤學本科⽣到校課後⽀援特殊學習需要學⽣的服務學習課程,他現在亦參與⾹港教育⼤學不同的專業發展課程和⽀援學校計劃。

Mr. Lau is a retired secondary school principal. He is currently the practicum supervisor for the Advanced and Thematic Courses for in-service training on catering for learning diversities. Mr. Lau coordinated and taught the Service- based Learning in Afterschool Service to SEN Students Course for the undergraduate students of the EdUHK. He is participating in a number of professional development courses and school support projects of the University.

李麗梅博⼠(客席講師)
⾹港教育⼤學 特殊教育與輔導學系

Dr. Lee Lai Mui, Frances
(Guest Lecturer)
Department of Special Education and Counselling
The Education University of Hong Kong

李麗梅博⼠曾任中學教師、輔導主任、教育局課程發展主任等。先後任教港、澳多所⼤專院校,多年來從事⾃尊感、資優教育和特殊教育研究,著有論⽂發表於國際教育期刊。曾主持多項研究,對特殊兒童成⻑發展、輔導及⽀援策略具豐富前線經驗。學術研究外,亦致⼒推動社會對特殊需要兒童的認識和建⽴共融⽂化。

Frances was a secondary school teacher, counselling mistress and curriculum development office for over 20 years. Her research has centered on how self-concept, motivation and other socio-cultural practices can influence and enhance children’s psychological development. Frances has published several papers exploring these topics from different perspectives and am currently
working on consolidating this work and developing it into a book project.

Because of her expertise, Frances has been invited to provide consultation and
training for a number of groups and schools, worked with the community to
advocate the needs of children.

⿈循萬先⽣(客席講師)
⾹港教育⼤學 特殊教育與輔導學系

Mr. WONG Chun Man Vincent
(Guest Lecturer)
Department of Special Education andCounselling
The Education University of Hong Kong

⿈循萬先⽣是⼀名退休中學校⻑,現擔任⼀所津貼中學的校監,該中學錄取了來⾃20個不同國家的學⽣,不同國籍的學⽣的學習⽅式和需要均有差異,⿈先⽣為學校的發展提供專業督導。此外,他也是其他三所津貼中學的校董,熟悉學校運作。除學校管理⼯作外,⿈先⽣還擔任兩個重要職位:⼀、⾹港教育⼤學「照顧不同學習需要」⾼級課程及「⽀援有特殊教育需要學⽣的認知及學習需求專題課程(促進英語語⾔學習—關注有特定學習困難的學⽣的需要)」專題課程的實習督導,以及⼆、⾹港中⽂⼤學「擬任校⻑課程」(PFP) 的客座講師和輔導助理。

Mr. Wong, a retired secondary school principal, now serves as the School Supervisor of an aided secondary school that attracts students from 20 different countries, many of whom have diverse learning needs. Additionally, he also serves as the school manager of three other aided secondary schools. In addition to his voluntary community work, Mr. Wong holds two positions: (i) practicum supervisor in both the advanced course on Catering for Diverse Learning Needs and the Thematic Course on Supporting Students with SEN – Cognition and Learning Needs (Facilitating English Language Learning – Focusing on the needs of students with Specific Learning Difficulties) at the Education University of Hong Kong, and (ii) guest speaker and instructional associate in the “Preparation for Principalship Course for Aspiring Principals (PFP) at the Chinese University of Hong Kong.”

譚芷薇⼥⼠(助理項⽬經理)
⾹港教育⼤學 特殊教育與輔導學系

Ms. Tam Gee May (Assistant Project Manager)
Department of Special Education and Counselling
The Education University of Hong Kong

譚芷薇⼥⼠是⾏為分析師及新西蘭⼼理學協會註冊⼼理學家,她從事發展障礙⼯作超過⼗年,為家庭或學校內有發展及/或智⼒障礙的兒童及成⼈提供⾏為治療。譚⼥⼠曾為家⻑舉辦不同的⼯作坊,亦為教師提供多項校內及校外服務,協助家庭及學校⽀援有特殊教育需要的學⽣。

Ms. Gee May Tam is a Board Certified Behaviour Analyst and a registered Psychologist with the New Zealand Psychologists Board. She has over 10 years’ experience in providing behavioural therapy for children and adults with developmental and/or intellectual disabilities in homes and schools. She has also provided supporting services for schools and families of children with special educational needs in Hong Kong.

吳洛瑤⼩姐(項⽬助理)
⾹港教育⼤學 特殊教育與輔導學系

Miss Ng Lok Yiu, Yoyo (Project Assistant)
Department of Special Education and Counselling
The Education University of Hong Kong

吳洛瑤⼩姐畢業於⾹港教育⼤學社會科學系。她於2021年開始在教⼤⼯作,從事與漁護署合作的環境研究,並堅信家校合作可以在很⼤程度上幫助有不同需要的學⽣。

Miss Ng Lok Yiu, Yoyo is a Social Science graduate from The Education University of Hong Kong. She previously worked in the Environmental field in cooperation with the AFCD. Yoyo has faith in that students with diverse learning needs could be helped based on cohesive partnership between their
home and school to a great extent.

許卓琳⼩姐(項⽬助理)
⾹港教育⼤學 特殊教育與輔導學系

Miss Hui Cheuk Lam (Project Assistant)
Department of Special Education and Counselling
The Education University of Hong Kong

許卓琳⼩姐畢業於⾹港科技⼤學⼈⽂社會科學學院。她於2023年開始在教⼤⼯作, 並相信可以透過不同的教育⽅式和課程設計幫助不同發展程度的學⽣成⻑。

Miss Hui Cheuk Lam is a Humanities and Social Science graduate from the Hong Kong University of Science and Technology (HKUST). She starts her career at the Education University of Hong Kong (EdUHK) in 2023 and believes that students with different developmental levels can grow and
flourish through different educational methods and curriculum designs.

學習⽀援簡介

賽⾺會「校本多元」計劃由⾹港賽⾺會慈善信托基⾦捐助,由⾹港⼤學教育學院、⾹港理⼯⼤學電⼦計算學系及⾹港教育⼤學特殊教育與輔導學系聯合

推⾏。

計劃透過「學⽣數據」、「適異教學」與「學習⽀援」三個協作項⽬,以及通過建⽴⽀援模式及⽼師⾃主學習, 鞏固「校本多元管理架構」 (DM

Infrastructure) ,進⼀步提升學校及⽼師照顧學⽣學習多樣性的專業能量,讓每位學⽣均能主動及有意義地學習。

學習⽀援團隊於本計劃中,為參與學校提供專業培訓,度⾝訂造的校訪⽀援,以及就着學校如何照顧學習多樣性,提供專業意⾒。

透過由學校選出的五個學⽣案例,學習⽀援組將會協助參與學校⽀援和評估這五個學⽣案例,過程中加⼊五個範疇,包括共融管理、學與教、電⼦個別

學習計劃、課後⽀援和家⻑參與於課堂以及校訪當中。我們亦會協助參與學校反思及設定特殊教育統籌主任,特殊教育⽀援⽼師以及學習⽀援助理在⽀

援這五個案例的⻆⾊及⼯作。

Learning Support Introduction

The Jockey Club “Diversity at Schools” Project which is funded by The Hong Kong Jockey Club Charities Trust is a joint collaboration among the Faculty of Education from The University of Hong Kong, the Department of Computing from The Hong Kong Polytechnic University, and the Department of Special Education and Counselling from The Education University of Hong Kong.

This project will continue to consolidate the “School-based Diversified Management Framework” (DM Infrastructure) through the three project initiatives
of “Student Data”, “Differentiated Instruction” and “Learning Support”, as well as the establishment of a support mode and nurturement of teachers’ self-directed learning to further enhance the capacity of schools and teachers to cater for students’ learning diversity, so that each student can learn in an active and meaningful way.

In this project, the Learning Support (LS) Team provides professional training, customized school visits and regular review services to the participating schools based on the team’s professional advices on how these participating schools cater for learning diversities.

Based on the five student cases selected from each school, the LS Team assists all participating schools to support and evaluate these five cases in terms of five domains: Inclusion Management, Learning and Teaching, eIEP (electronic Individualized Education Plan), Afterschool Support and Parents’ Engagement
across tutorials and school visits, and in consideration of the roles played by three distinctive members: SENCOs (Special Educational Needs Coordinator), SENSTs (Special Educational Needs Support Teachers) and LSAs (Learning Support Assistants).

 

 

⼀個主題

五個範疇

ONE THEME

FIVE DOMAINS

 

 

 

   

三層支援

3-Tier Model

鳴謝(排名不分先後)

核心中

香港紅卍字會大埔卍慈中學

潔心林炳炎中學

 

核心小學

亞斯理衞理小學

基督教粉嶺神召會小學

番禺會所華仁小學

將軍澳循道衛理小學

重點中

中聖書院

潮州會館中學

張振興伉儷書院

棉紡會中學

中華基督教會扶輪中學

天主教鳴遠中學

粉嶺官立中學

香島中學

港澳信義會慕德中學

香港聖公會何明華會督中學

裘錦秋中學(屯門)

萬鈞伯裘書院

循道中學

保良局李城璧中學

官立嘉道理爵士中學(西九龍)

香港神託會培基書院

聖公會聖三一堂中學

曾璧山(崇蘭)中學

重點小

浸信會沙田圍呂明才小學

迦密愛禮信小學

祖堯天主教小學

基督教培恩小學

真鐸學校

基督教香港信義會紅磡信義學校

鳳溪創新小學

東莞工商總會張煌偉小學

港大同學會小學

天主教領島學校

香港路德會增城兆霖學校

馬鞍山循道衛理小學

培僑書院(小學)

保良局王賜豪(田心谷)小學

聖公會聖安德烈小學

聖公會聖約翰曾肇添小學

聖公會聖米迦勒小學

聖公會九龍灣基樂小學

慈雲山天主教小學

荃灣商會學校

重點特殊學校

明愛樂進學校

明愛樂義學校

慈恩學校

Acknowledgement (in an alphabetical order)

Core Secondary School

Hong Kong Red Swastika Society Tai Po Secondary School

Kit Sam Lam Bing Yim Secondary School

 

Core Primary School

Asbury Methodist Primary School

Fanling Assembly of God Church Primary School

Pun U Association Wah Yan Primary School

Tseung Kwan O Methodist Primary School

DM Secondary School

China Holiness College

Chiu Chow Association Secondary School

Chong Gene Hang College

Cotton Spinners Association Secondary School

CCC Rotary Secondary School

Catholic Ming Yuen Secondary School

Fanling Government Secondary School

Heung To Middle School

HKMLC Queen Maud Secondary School

HKSKH Bishop Hall Secondary School

Ju Ching Chu Secondary School (Tuen Mun)

Man Kwan Pak Kau College

Methodist College

Po Leung Kuk Lee Shing Pik College

Sir Ellis Kadoorie Secondary School (West Kowloon)

Stewards Pooi Kei College

SKH Holy Trinity Church Secondary School

Tsang Pik Shan(Sung Lan)Secondary School

DM Primary School

Baptist (Sha Tin Wai) Lui Ming Choi Primary School

Carmel Alison Lam Primary School

Cho Yiu Catholic Primary School

Christian Pui Yan Primary School

Chun Tok School

ELCHK Hung Hom Lutheran Primary School

Fung Kai Innovative School

GCCITKD Cheong Wong Wai Primary School

HKUGA Primary School

Lingto Catholic Primary School

Lutheran Tsang Shing Siu Leun School

Ma On Shan Methodist Primary School

Pui Kiu College (Primary Section)

PLK Dr. Jimmy Wong Chi-Ho (Tin Sum Valley) Primary School

S.K.H. St. Andrew’s Primary School

S.K.H. St. John’s Tsang Shiu Tim Primary School

S.K.H. St. Michael’s Primary School

S.K.H. Kowloon Bay Kei Lok Primary School

Tsz Wan Shan Catholic Primary School

Tsuen Wan Trade Association Primary School

DM Special School

Caritas Lok Jun School

Caritas Lok Yi School

Chi Yun School

學習⽀援模式

LEARNING SUPPORT MODEL

學習⽀援模式設計主要參考 Hargreaves & O’Connor (2017) 專業協作精神的⼗⼤原則 (Hargreaves & O’Connor, 2017) ,團隊將與參與學校共同規劃和執

⾏本計劃的不同項⽬。我們將共同開發⼀個包括互動和⾏動的訓練課程藍圖。在定期的學校探訪中,團隊和學校被觀課的⽼師將專業地討論哪種照顧

學習差異的策略對幫助不同學習者產⽣最佳效果。

The Learning Support model is designed in a way to comply with Hargreaves & O’Connor’s ten tenets of collaborative professionalism (Hargreaves &
O’Connor, 2017) in which the team will work closely with the participating schools in high-level project planning and execution. We will work together to
develop a course blueprint which will be a piece of thoughtful work that involves dialogue and action. In the customized school visits, the team and
the observed will enter into a genuine dialogue or engage in a heated debate about the best way to help the diverse learners.

Hargreaves, A., & O’Connor, M. T. (2017). Collaborative professionalism. World Innovation Summit for Education. An Initiative of Qatar Foundation. Retrieved from https://www.wise-qatar.org/2017-wise-research-collaborative-professionalism.

 

計劃內容

THE OUTPUT OF THIS PROJECT

(A) 我們提供 

What we offer

 

資源共享

Resource Sharing

– 建⽴跨校學習社群
Build a cross-school learning community
– 優化電⼦資源庫
Optimize the electronic database

 

五次學校探訪

5 School Visits

– 協助學校推⾏ 「學習多樣性⽀援」策略
Assist schools to implement the “Learning Diversity Support” strategy

⼗節訓練

10 Training Sessions

– 啟發/協助學校推⾏校本「學習多樣性⽀援」
Inspire/assist schools to implement school-based “Learning Diversity  Support”

總結報告

Summary Report

– 評估學習多樣性⽀援發展
Evaluation of Learning Diversity Support Development
– 五個範疇內容
Summary of Five Domains

(B) 我們將會從您的學校收集以下資料,以建⽴校本資源庫

(What we will collect from your schools to build the school-based platform’)

五個eIEP個案

5 eIEP Cases

– 新/舊個案(修改版)
New/Old Cases
(Revised version)

五份教案

5 Lesson Plans

– 從「適異教學」團隊 12份教案中選取 或
Selected from 12 lesson plans 
from the DI* team or
– 學校現有教案
Existing lesson plans

五個課後⽀援教案

5 Afterschool Support Plans

– 第⼆/三級別/興趣/服務/輔導組別
Tier 2/3/Interest/Service/
Counselling Group
– 照顧學⽣⾏為及情緒需要
Catering to students’ behavioural and emotional needs

CHAPTER 2 第二章

Domain 1: Inclusion Management

主題一: 共融管理

In this chapter, we will focus on how the three distinctive roles (SENCOs, SENST, LSTs) could collaborate to assist the student cases in each school in terms of their manpower allocation and positioning.

在本章中,我們將重點討論三個不同的角色(SENCO 特殊教育需要統籌主任、SENST 特殊教育需求支援老師 、LST 學習支援助理)如何協作,以在每所學校中協助學生案例的人力分配和定位方面提供支持。 

Domain 1: Inclusion Management

TUTORIAL

Aim of our EdUHK’s LS teamfacilitate school’s LS team by developing a model to enhance catering for learner diversity in school

Our vision and mission

Workshop structure – across sessions and within sessions

What to expect in our sessions: sharing, reflection, discussions, role play, videos….

About our EdUHK’s team: who to contact

Introduction

  1. What are the three roles in the five student cases?
  2. How do these roles function to support student cases?

主題一: 共融管理

導修課

香港教育大學學習支援團隊的目標是通過開發一個模型來增強學校在滿足學生多樣性學習需求方面的能力。

我們的願景和使命

工作坊結構 – 跨場次和場次之間

在我們的導修課中可以期待:分享、反思、討論、角色扮演、視頻…

關於我們香港教育大學團隊:如何聯繫

介紹

  1. 在這五個學生案例中,有哪三個角色?

2. 這些角色如何支持學生案例?

Roles

SENCO

Alignment with different stakeholders

  • School’s vision and mission
    • Similarities and differences
    • Conclusion all schools and within schools are different.
  • Redefining the role of SENCO
  • Current effective strategies for collaboration and coordinating in terms of soft skills eg communication, administrative skills (e.g., planning and organization) and hard skills eg IT
  • Limitations
  • Future suggestions

 

SENST

  • Redefining the role of SENST in inclusion management
  • Current effective strategies for working with SENCO, teachers, LSA and parents, etc
  • Limitations
  • Future suggestions

 

LSA

  • Redefining the role of LSA in inclusion management
  • Current effective strategies for working with SENCO, teachers, SENST and parents, etc
  • Limitations
  • Future suggestions

角色

特殊教育需要統籌主任

與不同利益相關者的協調

  • 學校的願景和使命
    • 相似性和差異
    • 結論:所有學校和學校內部都是不同的
  • 重新定義特殊教育需要統籌主任的角色
  • 目前在軟技能方面(如溝通、行政技能(如規劃和組織))和硬技能方面(如資訊技術)的協作和協調中的有效策略
  • 局限性
  • 未來建議

 

特殊教育需求支援老師

  • 重新定義特殊教育需求支援老師在共融管理中的角色
  • 與特殊教育需要統籌主任、教師、學習支援助理和家長等合作的當前有效策略
  • 局限性
  • 未來建議

 

學習支援助理

  • 重新定義學習支援助理在共融管理中的角色
  • 與特殊教育需要統籌主任、教師、特殊教育需求支援老師和家長等合作的當前有效策略
  • 局限性
  • 未來建議

Activity 1

Importance of your role, importance of your team member’s role

  • Think about the different roles in your team
  • Consider the limitations of your team member’s role

Summary

  • On the importance of defining each role, understanding the role you and others play in the team.
  • The SENCO’s 3 main roles Leader-manager-coordinator (LMC). How SENCO collaborates with other school management levels, teachers, professionals, students, parents.
  • Limitations and possible solutions

Activity 2

Think about the effective strategies (soft skills and hard skills) for collaboration and coordination within the LS team, with school management, teachers, professionals, students, parents.

Summary

Effective strategies in terms of soft and hard skills

Not-so-effective strategies in terms of soft and hard skills

Strategies worth trying or sharing to team members

活動1

你角色的重要性,團隊成員角色的重要性

  • 思考團隊中不同角色的意義
  • 考慮團隊成員角色的限制

總結

  • 關於明確每個角色的重要性,理解你和其他人在團隊中所扮演的角色。
  • 特殊教育需要統籌主任(SENCO)的三個主要角色:領導者-管理者-協調者(LMC)。特殊教育需要統籌主任如何與其他學校管理層、教師、專業人員、學生和家長合作。
  •  限制和可能的解決方案

 

活動2

思考在學習支援團隊內部與學校管理層、教師、專業人員、學生和家長之間的有效協作和協調策略(軟技能和硬技能)。

總結

在軟技能和硬技能方面的有效策略

在軟技能和硬技能方面不太有效的策略

值得嘗試或與團隊成員分享的策略

Video clips of the lesson 

Principal Ching [Class: CPS] 

Tutorial 1 Part 1: https://youtu.be/XIomT6cNHso

Tutorial 1 Part 2: https://youtu.be/UfKuADVIraw

Tutorial 1 Part 3: https://youtu.be/Rws5EAEQcbw

Tutorial 1 Part 4: https://youtu.be/lLlKfggZ7qs

Chan Sir [Class: DMSSA2] 

Tutorial 1: https://youtu.be/XmNoADHqjp4

導修課影片片段

程校長 [班別: CPS]

導修課 1 第一部分: https://youtu.be/XIomT6cNHso

導修課 1 第二部分: https://youtu.be/UfKuADVIraw

導修課 1 第三部分: https://youtu.be/Rws5EAEQcbw

導修課 1 第四部分: https://youtu.be/lLlKfggZ7qs

陳老師 [班別:DMSSA2] 

導修課 1https://youtu.be/XmNoADHqjp4

Highlights of the discussion (School management examples)

  1. Memo for school workers to answer phone calls during times of storm (Principal Ching)

https://docs.google.com/document/d/1PpkMkAi-tphYLftBnHqC5OQdOaZeXius/edit?usp=sharing&ouid=106216725031603253076&rtpof=true&sd=true)

3. Integrated Education Student Support Handbook Template (Principal Ching)

https://drive.google.com/file/d/11EXgRPr3FdamuaaFY3vyrl_y_pqNb32S/view?usp=sharing

 

3. 融合教育學生支援手冊範本 (程校長)

https://drive.google.com/file/d/11EXgRPr3FdamuaaFY3vyrl_y_pqNb32S/view?usp=sharing

 

4. Tutorial 1 PPT (Sharon)

https://drive.google.com/file/d/1nruNkveckhH-HLF2_KoXW3uNKl_QZAaY/view?usp=sharing

5. Figure of Taking care of student diversity (Principal Ching)

https://drive.google.com/file/d/16jrSxaEGSAzkS8LgLVI7O7FO9UfJc93S/view?usp=sharing

6. Role of SENCO —— Leadership, management and coordination (Bi Ver) (Chan Sir)

https://drive.google.com/drive/folders/1yajB6cFftlJOOJeFlI_UsmSFaSH7lGTn?usp=drive_link

4. 導修課 1 簡報 (梁博士)

https://drive.google.com/file/d/1nruNkveckhH-HLF2_KoXW3uNKl_QZAaY/view?usp=sharing

5. 照顧學生多樣性圖表 (程校長)

https://drive.google.com/file/d/16jrSxaEGSAzkS8LgLVI7O7FO9UfJc93S/view?usp=sharing

6. 特殊教育需要統籌主任的角色——領導,管理和統籌 (雙版本) (陳老師)

https://drive.google.com/drive/folders/1yajB6cFftlJOOJeFlI_UsmSFaSH7lGTn?usp=drive_link

Domain 1: Inclusion Management

SCHOOL VISIT

Introduction

  1. Discussion of School-Based Learning Management & Measures
  2. Preparation before lesson observation
  3. Tour of the school to view its facilities, etc.

Roles

SENCO

Alignment with different stakeholders

  • Communication and hard skills e.g. IT
  • Resources allocation
  • Manpower allocation
  • Effective communication

主題1:共融管理

校訪

介紹

  1. 討論基於學校的學習管理和措施
  2. 觀察課程前的準備工作
  3. 參觀學校,了解其設施等情況

角色

特殊教育需要統籌主任 

與不同利益相關者的協調

  • 溝通和硬技能,例如信息技術
  • 資源分配
  • 人力分配
  • 有效溝通

 

Video clips and photos of the School Visit 1

Photos: (The campus, The facilities, The instruments, Classroom settings)

Principal Ching: https://drive.google.com/drive/folders/1KuxAi3t2QwrOGhLCs2Z6tKiLTeWdQS8E?usp=sharing

Sharon: https://drive.google.com/drive/folders/1IOrc0ARKfekHKkM3YXxsVGFq9GpTj7db?usp=sharing

Highlights of the discussion in School Visit 1 – Development of a School Manual

Arrangement of School Visit (Principal Ching):

https://drive.google.com/drive/folders/1COrf8nzobTC5csbALjFUMv4EJ4glfGRF?usp=drive_link

校訪1 – 制定學校手冊的討論要點

校訪安排(程校長):https://drive.google.com/drive/folders/1COrf8nzobTC5csbALjFUMv4EJ4glfGRF?usp=drive_link

Arrangement of School Visit 1 

School-based planning day

1. Understand the school facilities (SENCO)

     1.1 Poster to praise outstanding students at each level: It is recommended to include sharing of students’ problem-solving experiences so that students can see the successful cases of their peers.

2. Interview with the two vice-principals and a group photo

3. Prepare meetings with teachers

     3.1 Set the goal of visiting the school: (PSMCD)

            -Using five student cases as cases to create a “school-based support strategy” for teacher professional development

            -Determine students’ primary school entrance and promotion “transfer plan”

            -The eIEP system installation is progressing smoothly

     3.2 Introduce the key points of filling in the student and parent consent form and the class observing teacher consent form, which need to be filled in before observing the class (SENCO)

     3.3 Organizing student personal folders: It is recommended to add separate pages to facilitate future archiving and review:

            -Student profile

            -Evaluation information

            -Support plan

            -Others (other pages can be added according to school-based needs in the future)

4.  Discussion on student cases: 

     -Student Case 1 

     (Student support team teachers, SENCO, Chinese subject teacher, English subject teacher, Mathematics subject teacher) 

**Examples of one school, please see the remaining schools’ arrangement of School Visit schedule in the above link.

訪校1 支援安排

校本計劃日

1.  了解校舍設施 (SENCO X主任)

      1.1 每級優秀學生表揚壁報: 建議加入學生解難經歷的分享,讓同學們看見同儕的成功個案

2.  面晤兩位副校長及合照

3.  與教師籌備會議

      3.1 定立訪校目標 (PSMCD X主任)

            -以五個學生個案為案例,製作<校本支援策略>,進行教師專業發展

            -訂定學生小一入學及升班<轉銜計劃>

            -eIEP系統安裝進展順利

      3.2 介紹學生及家長同意書、觀課教師同意書填寫要點,觀課前需填回 (SENCO XXX主任)

      3.3 學生個人文件夾整理: 建議加入隔頁,方便日後存檔及查閱:

             -學生個人資料

             -評估資料

             -支援計劃

            -其他(日後可按校本需要再添加隔頁)

4.  個案討論: 

     -個案1 XXX學生

     (學生支援組-SENCO XXX主任、中、英、數科主任 XXX老師、XXX老師、XXX老師)  

**以其中一間學校為例,其餘學校的參觀時間表請參閱上述連結。

Domain 2 (L&T), 3 (B&E), 4 (AS): LSA Mentorship

SCHOOL VISIT

Introduction

SENCO

  • Two hours customized LSA mentorship Or
  • Any concern SENCO like to address

Video clips and photos of the School Visit 2 LSA mentorship

Chan Sir: LSA Mentorship at CCC Fung Leung Kit Memorial Secondary School. (photos only)

https://drive.google.com/drive/folders/1vynB9FIhtevD81c_VEoQ5drAw-QRxMUI?usp=sharing

主題 2 (學與教), 3 (⾏為與情緒), 4 (課後⽀援): 學習⽀援助理指導

校訪

簡介

特殊教育需要統籌主任

  • 兩小時客製化學習⽀援助理指導
  • 特殊教育需要統籌主任希望解決的任何問題

校訪2 – 學習⽀援助理指導輔導的影片和照片

陳老師: 學習⽀援助理指導 (中華基督教會馮梁結紀念中學)

https://drive.google.com/drive/folders/1vynB9FIhtevD81c_VEoQ5drAw-QRxMUI?usp=sharing

Highlights and learning materials from various tutors of the discussion in School Visit 2

a. LSA Handbook (Principal Ching)

https://docs.google.com/document/d/1HsBNSMnWpcIxdRs8PVcLWMD29agtqjeg/edit?usp=sharing&ouid=106216725031603253076&rtpof=true&sd=true

Arrangement of School Visit 2 

LSA Training

  1. LSA Mentorship Professional Workshop

     1.1 Planning for development of the highlights of students
     1.2 Instructions for contacting parents
     1.3 Number of people: 2 (Teacher XXX, Teacher XXX, Teacher XXX)
2. <Learning Support Assistant Manual> Preparation:

     2.1 Complete the first draft (refer to the hyperlink in “Learning Support Assistant Training Notes”)
     2.2 Please indicate the teacher’s name on the cover to avoid losing it.
     2.3 Scope of work: List the different scopes of work of the five teachers.
     2.4 Loose-leaf folders can be used to store various forms and documents in the manual for easy updating.
     2.5 You can add a summary description of the students the teacher is responsible for to facilitate immediate understanding when joining the job.
     2.6 Add the lecture notes for contacting parents (see pages 144 – 145 of the notes)

     2.7 Crisis management can be added to school-based information paths and leaflets, such as handling epileptic seizures, identifying, supporting and referring students with suicidal behavior (see WhatsApp document for teacher XXX)
3. Student case discussion: Cases 1, 3, and 4

訪校2 支援安排

教學助理培訓
1. 教學助理專業培訓工作坊:(見筆記第135頁 – 148頁)
     1.1發展學童亮點的計劃
     1.2聯絡家長須知
     1.3人數:2位(XXX老師、XXX老師、XXX老師)
2.  <教學助理手冊>編製:

     2.1完成初稿一(參考「教學助理培訓筆記」內的超連結」
     2.2 封面註明老師姓名,免遺失了
     2.3工作範圍: 分別列出五位老師的不同工作範圍
     2.4可以用活頁文件夾,存放手冊內各表格及文件,方便更新
     2.5可加入該老師負責的學生撮要的描述,方便入職時立即了解
     2.6加入聯絡家長講稿(見筆記144頁 – 145頁)

     2.7危機處理可以加入校本資料的路徑及單張,例如處理腦癇發作,識別、支援及轉介有自殺行為的學生(見WhatsApp給XXX老師文件)
3.  學生個案討論:個案1、3、4

c. Learning Support Assistant Teacher Professional Development (Principal Ching)

https://drive.google.com/file/d/1zX1wzuyY-t-itZlYANX886_rKOdOhYEb/view?usp=sharing

d. Teacher Professional Development (Principal Ching):

https://docs.google.com/presentation/d/1Bim4bNHJs0ZWzBj2Fc-t7ntWZh5oI5M-/edit?usp=sharing&ouid=106216725031603253076&rtpof=true&sd=true

e. How universities can work with schools to build effective student support teams (Principal Ching):

https://docs.google.com/presentation/d/1BhJSiwbw29audKCGXjF6LQuS5Nm5iNXM/edit?usp=sharing&ouid=106216725031603253076&rtpof=true&sd=true

f. Learning Support Assistant Teacher Handbook Table of Contents (Principal Ching):

https://docs.google.com/document/d/1RCB-VnTvae4Y5xg0UQfccFhShEz9Tuof/edit?usp=sharing&ouid=106216725031603253076&rtpof=true&sd=true

CHAPTER 3: Inclusive Learning & Teaching
第三章: 學與教

In this chapter, we will discuss how the three distinctive roles (SENCOs, SENST, LSTs) could collaborate to assist the five selected cases in each school in terms of the inclusive teaching strategies and their adoption in tier 2 withdrawal classes.

在本章中,我們將討論三個獨特的角色(特殊教育需要統籌主任特殊教育需求支援老師學習支援助理)如何合作,以協助每所學校中的五個選定案例,在第二層支援課程中實施包容性教學策略並加以採用。

Domain 2: Inclusive L&T

TUTORIAL 

Introduction

  1. What are the three roles in supporting the L&T for five cases?
  2. What are effective teaching strategies in small class setting for these five cases?
  3. How do we assess the effectiveness?

主題二: 學與教

導修課

簡介

  1. 在五個案件中支持學與教的三個角色是什麼?
  2. 針對這五個案例,小班教學的有效策略是什麼?
  3. 我們如何評估有效性?

Roles

SENCO

  • Coordination with Teachers, LS Team, Parents
  • Understanding the child’s learning needs, eg Learning Style and Ability Level and communicating with class teacher and LS team
  • Effective and efficient methods of learning assessments
  • Sharing of effective teaching strategies to class teacher and LS team
  • Bring effective teaching strategies to classroom and home

 

SENST

  • Working with class teacher, SENCO and LSA
  • Understanding the child’s learning needs, eg Learning Style and Ability Level
  • Effective and efficient methods of learning assessments
  • Case sharing of effective teaching strategies previously used

 

LSA

  • Working with class teacher, SENCO, SENST
  • Understanding the child’s learning needs, eg Learning Style and Ability Level
  • Effective and efficient methods of learning assessments
  • Learning of effective teaching strategies
  • Recap of last session

角色

特殊教育需要統籌主任

  • 與老師、學習⽀援團隊、家長的協調
  • 了解孩子的學習需求,例如學習風格和能力水平並與班主任和學習⽀援團隊溝通
  • 有效且有效率的學習評估方法
  • 向班主任和學習⽀援團隊分享有效的教學策略
  • 將有效的教學策略帶入課堂和家庭

 特殊教育需求支援老師

  • 與班主任、特殊教育需要統籌主任學習支援助理合作
  • 了解孩子的學習需求,例如學習風格和能力水平
  • 有效且有效率的學習評估方法
  • 以往有效教學策略案例分享

學習支援助理

  • 與班主任、特殊教育需要統籌主任和特殊教育需求支援老師合作
  • 了解孩子的學習需求,例如學習風格和能力水平
  • 有效且有效率的學習評估方法
  • 學習有效的教學策略
  • 上次導修課回顧

Activity 1

Think about how different roles in the SENCO team could support the inclusive Learning and Teaching

Activity 2            

  1. Think about how you could understand each student’s learning needs
  2. Learning style Think about the learning style and provides examples and shares effective and efficient methods of learning assessments

Mission: different examples of learning style and participants attempt to categorise them

  1. Ability level – Think about the learning style and provides examples

Mission: tutor presents topics and have participants set tasks based on H/M/L

Activity 3

  1. Refining your role in the classroom/small groups/1:1
  2. Effective teaching strategies

Activity 4

  1. Refer to the lesson plan template
  2. Try to design your lesson using our template

活動1

思考特殊教育需要統籌主任團隊中的不同角色如何支持包容性學習和教學

活動2

  1. 考慮如何了解每個學生的學習需求
  2. 學習風格思考學習風格並提供範例並分享有效且高效的學習評估方法

使命:學習風格的不同範例以及參與者嘗試對它們進行分類

3. 能力程度 – 思考學習方式並提供範例
任務:導師提出主題並讓參與者根據 高/中/低 設定題目

活動3

  1. 完善你在課堂/小組/1:1中的角色
  2. 有效的教學策略


活動4

  1. 請參閱課程計畫模板
  2. 嘗試使用我們的模板設計您的課程

End of session/moving forward

Evidence of understanding student’s learning needs through examples showing that different learning styles and ability level are accommodated in a lesson/activity/task

Strategies worth trying or sharing to team members this week

 

Video clips of the lesson

Principal Ching [Class: CPS] 

Tutorial 2 Part 1: https://youtu.be/mpQSLG93xsM

Tutorial 2 Part 2: https://youtu.be/oGRhtw5HWok

Tutorial 2: https://youtu.be/PFJCFoj0Frk

 

Chan Sir [Class: DMSSA2] 

Tutorial 2: https://youtu.be/EiXgYaInZk8

[Class: DMSSA1] 

Tutorial 2: https://youtu.be/OiRnZxkqmB

結束/繼續

透過範例了解學生的學習需求,顯示課程/活動/任務中可以容納不同的學習方式和能力水平

本週值得嘗試或分享給團隊成員的策略

 

導修課的影片及照片

程校長 (班別: CPS)

導修課 2 第一部分: https://youtu.be/mpQSLG93xsM

導修課 2 第二部分https://youtu.be/oGRhtw5HWok

(班別: DMPS)

導修課 2 : https://www.youtube.com/watch?v=PFJCFoj0Frk

 

陳老師: (班別: DMSSA1)

導修課 2:  https://youtu.be/OiRnZxkqmB

(班別: DMSSA2)

導修課 2: https://youtu.be/OiRnZxkqmB

Highlights of the discussion

  1. Fifteen Tips for Gifted students (Principal Ching)

https://drive.google.com/file/d/1MdBvwNFru02eEXzGBUWzoUd_hRVrcQv3/view?usp=sharing

2. Gifted Student Assessment (Christian Pui Yan Primary School) (Principal Ching)

https://drive.google.com/file/d/1eV3FscKnSviv5UYNnDkN2H1cG5jAXyyj/view?usp=sharing

3. Assessment Structure for Gifted and Talented Groups (Principal Ching)

https://drive.google.com/file/d/1NXacrPlS8OXejXnM7pOx8SMSDxtIIFzI/view?usp=sharing

4. Education for gifted students with dual special needs (Christian Pui Yan Primary School) (Principal Ching)

please see in the drive: https://drive.google.com/file/d/1jql_ezuQ5oLocfXOPZbAurEY5fjZ0-h3/view?usp=sharing

5. Suggested reading about L & T (Sharon)

https://drive.google.com/drive/folders/1VILt4eMVSM2i5bwA0rQ0lULgHNaKRNdg?usp=sharing 

Domain 2: Inclusive L&T

SCHOOL VISIT

Video clips (lesson observation)

Sharon: https://www.youtube.com/playlist?list=PLQeMckMjDfGAAASOycUlz5McDwV1jRjWQ

Chan Sir: https://www.youtube.com/playlist?list=PLQeMckMjDfGCltXixr34qj2tClfxTYODB

Principal Ching: https://www.youtube.com/playlist?list=PLQeMckMjDfGBB03cEp3Uh-YJEAM7Q0BAI

Photos (lesson observation)

– Curriculum differentiation case
– Assessment differentiation
– Multisensory teaching approaches
– Leveled WS
– Digitalized learning in curriculum differentiation

CHAPTER 4: Behavorial and Emotional Support for student cases
第 4 章:學生案例的行為與情緒支持

In this chapter, we will discuss how the three distinctive roles (SENCOs, SENST, LSTs) could collaborate to assist the five selected cases in each school in terms of the electronic Individualized Educational Plan (eIEP) in tier 3 setting.

在本章中,我們將討論三個獨特的角色(特殊教育需要統籌主任特殊教育需求支援老師學習支援助理)如何協作,以在第 3 層環境中的電子個人化教育計劃 (eIEP) 方面協助每所學校的五個選定案例。

Domain 3: Inclusive B&E

TUTORIAL

Introduction

  1. Briefing of the eIEPs
  2. 5 cases introduction
  3. Needs analysis

主題三: ⾏為與情緒

導修課

簡介

  1. eIEP 簡介
  2. 5個案例介紹
  3. 需求分析

Roles

SENCO

  • Coordinate with Teacher, LS team, Student, Parent, Professionals
  • Effective and efficient methods of identifying behavioural and emotional needs
  • Sharing of effective B&E management strategies to class teacher and LS team
  • Bring effective B&E management strategies to classroom and home

SENST

  • Working with Teacher, SENCO, LSA, Student, Parent, Professionals
  • Effective and efficient methods of identifying behavioural and emotional needs
  • Applying learnt strategies to withdrawal classes or small group skills training (T2)
  • Case sharing of effective B&E management strategies

LSA

  • Working with Teacher, SENST, SENCO, Student, Parent, Professionals
  • Effective and efficient methods of identifying behavioural and emotional needs
  • Learning of effective B&E management strategies to use in the classroom or 1:1 training

角色

特殊教育需要統籌主任

  • 與老師、學習⽀援團隊、學生、家長、專業人士協調
  • 識別行為和情感需求的有效且有效率的方法
  • 向班主任和學習⽀援團隊分享有效的⾏為與情緒管理策略
  • 將有效的 ⾏為與情緒 管理策略引入課堂和家庭

 

特殊教育需求支援老師

  • 與教師、特殊教育需要統籌主任、學習支援助理、學生、家長、專業人士合作
  • 識別行為和情感需求的有效且有效率的方法
  • 將學到的策略應用於戒斷課程或小組技能訓練(第二層)
  • 有效⾏為與情緒管理策略案例分享

 

學習支援助理

  • 與教師、特殊教育需求支援老師、特殊教育需要統籌主任、學生、家長、專業人士合作
  • 識別行為和情感需求的有效且有效率的方法
  • 學習有效的 ⾏為與情緒 管理策略以在課堂或 1:1 培訓中使用

Video clips of the lesson

Principal Ching  [Class: CPS] 

Tutorial 3 Part 1: https://youtu.be/GqILmEv8XDk

Tutorial 3 Part 2: https://youtu.be/v7zMcEj9pJY

 Tutorial 3 Part 3: https://youtu.be/GVYCsYTqgd0

 

[Class: DMPS] 

Tutorial 3: https://youtu.be/5nkviZ5h4B0

 

 

Chan Sir [Class: DMSSA2] 

Tutorial 3: https://youtu.be/Sf15SVGZ4Sc

導修課的影片及照片

程校長 (班別: CPS)

導修課 3 第一部分: https://youtu.be/GqILmEv8XDk

導修課 3 第二部分: https://youtu.be/v7zMcEj9pJY

導修課 3 第三部分: https://youtu.be/GVYCsYTqgd0

 

(班別: DMPS)

導修課 3 : https://youtu.be/5nkviZ5h4B0

 

陳老師 (班別: DMSSA2)

導修課 3: https://youtu.be/Sf15SVGZ4Sc

Highlights of the discussion (Samples of the eIEPs)

1. Tutorial 3 PPT (Principal Ching)

https://drive.google.com/file/d/1Rkh4a6GCJnxKiWVYcwMj2IN9zOadYZ0S/view?usp=sharing

2. Student Case discussion (Principal Ching)

https://drive.google.com/drive/folders/1Pa3ynQxrOd4C5QztPm5lF4v6ONGM2VUD?usp=sharing

Domain 3: Inclusive B&E

SCHOOL VISIT

Introduction

  1. Lesson observation
  2. Post observation meeting
  3. Preparation before Afterschool Support observation

SENCO

  • Assessments and learning measures OR
  • Skills transfer from T2 to T1 class x 5 lesson samples OR
  • Any concern they like to address

主題三: ⾏為與情緒

校訪

簡介

  1. 觀課
  2. 會後觀察會
  3. 課後⽀援觀察前的準備
 特殊教育需要統籌主任
  • 評估和學習措施
  • 從 第二層 課程到 第一層 課程的技能轉移 x 5 個教案或
  • 他們想要解決的任何問題
 

Highlights and learning materials of the discussion in School Visit 3

a. “Hand-to-Hand Care Guidelines” flow chart (Principal Ching)

https://docs.google.com/document/d/1iQdY29Hg-Cqhjf3ZJyVuOjLD1PpEUvrJ/edit?usp=sharing&ouid=106216725031603253076&rtpof=true&sd=true

b. Protecting Children from Abuse – Guidelines on the Multi-Professional Partnership Process (Revised Edition 2020) (Principal Ching)

https://docs.google.com/document/d/13ngHCjw6NyelhkhXm4tnTThuCmKbBfCU/edit?usp=sharing&ouid=106216725031603253076&rtpof=true&sd=true

c. Crisis management team handles incidents of abnormal behavioral and emotional behavior of schoolchildren (Principal Ching)

https://docs.google.com/document/d/13YUzXtAidbAUHRLM3MXTzrA7lEwSkXLe/edit?usp=sharing&ouid=106216725031603253076&rtpof=true&sd=true

d. Student Suicide on School_Incident Procedure (Principal Ching)

https://docs.google.com/document/d/1yYVt0cBZHDO_kcTDklb25x8uwWPn1x0U/edit?usp=drive_link&ouid=106216725031603253076&rtpof=true&sd=true

e. Student Suicide Off Campus_Incident Procedure (Principal Ching)

https://docs.google.com/document/d/1kpIl3MJmSkH8NLW-14dHNlOPx5G-KrZJ/edit?usp=sharing&ouid=106216725031603253076&rtpof=true&sd=true

f. Procedures for handling student suicide incidents (Principal Ching)

https://docs.google.com/document/d/1XcjbzyUE4rizaCd0bnFyVjMQfhxJJEqS/edit?usp=sharing&ouid=106216725031603253076&rtpof=true&sd=true

g. Guidelines for emotional abnormalities (Principal Ching)

https://docs.google.com/document/d/1nJxpPZyv7NkSGjypP_8S4Gci4RIJSVIB/edit?usp=sharing&ouid=106216725031603253076&rtpof=true&sd=true=

h. Principles and handling procedures for preventing corporal punishment (teaching staff) (Principal Ching)

https://drive.google.com/file/d/1Af9peARLBhnnU9AAFBIqfNAHJJW6GRcN/view?usp=sharing

校訪3的討論重點及學習資料

a. 「一手交一手關顧指引」流程表 (程校長)

https://docs.google.com/document/d/1iQdY29Hg-Cqhjf3ZJyVuOjLD1PpEUvrJ/edit?usp=sharing&ouid=106216725031603253076&rtpof=true&sd=true

b. 保 護 兒 童 免 受 虐 待 — 多 專 業 合 作 程 序 指 引 ( 二 零 二 零 年 修 訂 版 )(程校長)

https://docs.google.com/document/d/13ngHCjw6NyelhkhXm4tnTThuCmKbBfCU/edit?usp=sharing&ouid=106216725031603253076&rtpof=true&sd=true

c. 危機處理組 處理學童行為情緒異常事件 (程校長)

please see in the drive: https://docs.google.com/document/d/13YUzXtAidbAUHRLM3MXTzrA7lEwSkXLe/edit?usp=sharing&ouid=106216725031603253076&rtpof=true&sd=true

d. 學生校內自殺_事件程序 (程校長)

please see in the drive: https://docs.google.com/document/d/1yYVt0cBZHDO_kcTDklb25x8uwWPn1x0U/edit?usp=drive_link&ouid=106216725031603253076&rtpof=true&sd=true

e. 學生校外自殺_事件程序 (程校長)

please see in the drive: https://docs.google.com/document/d/1kpIl3MJmSkH8NLW-14dHNlOPx5G-KrZJ/edit?usp=sharing&ouid=106216725031603253076&rtpof=true&sd=true

f. 學童自殺事件處理程序 (程校長)

please see in the drive: https://docs.google.com/document/d/1XcjbzyUE4rizaCd0bnFyVjMQfhxJJEqS/edit?usp=sharing&ouid=106216725031603253076&rtpof=true&sd=true

g. 情緒異常事件指引 (程校長)

please see in the drive: https://docs.google.com/document/d/1nJxpPZyv7NkSGjypP_8S4Gci4RIJSVIB/edit?usp=sharing&ouid=106216725031603253076&rtpof=true&sd=true=

h. 防止體罰原則及處理程序(教學人員) (程校長)

https://drive.google.com/file/d/1Af9peARLBhnnU9AAFBIqfNAHJJW6GRcN/view?usp=sharing

Lesson plan samples categorized upon the variations of the cases

Lesson plan (Principal Ching): https://drive.google.com/drive/folders/1iMaFxbdupDGB-uFBaqlpZJeCRlxCAh6Q?usp=sharing

Lesson plan (Chan Sir): https://drive.google.com/drive/folders/19-zGyuKV45Ovpkw_mTed4wWm6ednlhcg?usp=sharing

CHAPTER 5 第 5 章

Domain 4: Behavorial and Emotional Support in Tier 2 setting

主題4:第 2 層環境中的行為與情緒支持

In this chapter, we will discuss how the three distinctive roles (SENCOs, SENST, LSTs) could collaborate to assist the five selected cases in each school in terms of the Behavioral and Emotional Management and Support in tier 2 withdrawal classes. 
在本章中,我們將討論三個獨特的角色( 特殊教育需要統籌主任特殊教育需求支援老師學習支援助理)如何合作,在第二層課程的行為和情緒管理和支持方面協助每所學校的五個選定案例。
 

Domain 4:T2 Support

TUTORIAL

Introduction

  1. What are the three roles in supporting the B&E for five cases?
  2. What are the effective small group settings for these five cases?
  3. How do we assess the effectiveness?

主題4:第 2 層環境支持

介紹

支援五個案例的三個角色是什麼?
對於這五個案例,有哪些有效的小組設定?
我們如何評估效果?

 

Roles

SENCO

  • Coordinate with instructors, professionals, LS team, teachers, parents
  • Sharing of student’s acquired skills to LS team, class teachers, parents
  • Determining how acquired skills can be applied in classroom and home
  • Facilitation of skills transfer from small group to classroom and home
  • Developing anti-bullying mechanism

 

SENST

  • Working with SENCO, LSA, teachers
  • Maintenance and transfer of acquired skills in classroom
  • Case sharing of maintenance and generalisation of acquired skills in the classroom
  • Skills of anti-bullying

 

LSA

  • Working with SENCO, SENST, teachers
  • Maintenance of acquired skills in classroom
  • Learning to support maintenance and generalisation of students’ acquired skills in the classroom
  • Support of anti-bullying

角色

特殊教育需要統籌主任

  • 與專業人士、學習支援團隊、教師和家長合作
  • 分享學生所獲得技能給學習支援團隊、班級教師和家長
  • 確定如何將所獲得的技能應用於課堂和家庭
  • 促進技能從小組到課堂和家庭的轉移
  • 制定反霸凌機制

 

特殊教育需求支援老師

  • 特殊教育需要統籌主任學習支援助理和教師合作
  • 在課堂中維持和轉移所獲得的技能
  • 分享在課堂中維持和推廣所獲得技能的案例
  • 反霸凌技巧

 

學習支援助理

  • 與教師、特殊教育需求支援老師、特殊教育需要統籌主任合作
  • 在課堂中維持所獲得的技能
  • 學習支援學生在課堂中維持和推廣所獲得的技能
  • 支援反霸凌工作

Activity 1                                                                         

  1. Redefining your role in small groups /1:1 teaching
  2. Review of cases using AS template
  3. Review of effective teaching strategies in terms of catering for learner’s diversity/based on AS observation form – tutor shares and provides examples. E.g., anti-bullying mechanism
  4. Case discussion based on AS observation form

5. Wrap up by tutor

Activity 2            

  1. Facilitation of skills transfer from small group T2/T3 to classroom T1 and home
  • Prompt and prompt fading in main classroom and home
2. Determining how acquired skills can be applied in classroom and home
– Tutor shares and provides examples for 1 and 2
3. Case discussion for skill transfer to T1 and home
4. Wrap up by tutor

Activity 3

Consultation sessions

End of session/moving forward

Evidence of understanding student’s learning needs (skill deficits to train in small group), identifying student’s strengths and abilities outside of main classroom, skill transfer from T2 to T1/home

Strategies worth trying or sharing to team members this week

活動1:

  1. 重新定義您在小組/一對一教學中的角色
  2. 使用課後支援模板回顧案例
  3. 根據課後支援表回顧滿足學生多樣性的有效教學策略 – 導師分享並提供例子,例如反欺凌機制
  4. 基於課後支援觀表的案例討論
  5. 導師總結

活動2:

  1. 促進從小組T2/T3到課堂T1和家庭的技能轉移

在主要課堂和家庭中進行提示和提示減少

2. 確定如何將所獲得的技能應用於課堂和家庭

導師分享並提供1和2的例子

3. 技能轉移至T1和家庭的案例討論

4.導師總結

活動3:

諮詢環節

結束/展望未來

了解學生的學習需求(小組中需要訓練的技能缺陷),確定學生在主要課堂以外的優點和能力,將技能從T2轉移到T1/家庭的證據

本週值得嘗試或與團隊成員分享的策略:

Video clips of the lesson

Principal Ching [Class: CPS] 

Tutorial 4 Part 1: https://youtu.be/WH_7yveZaas

Tutorial 4 Part 2: https://youtu.be/pcLqyRWSnII

 

[Class: DMPS] 

Tutorial 4 Part 1: https://youtu.be/8CTR-UPgEqk

Tutorial 4 Part 2: https://youtu.be/trzGB3g0BxM

 

Chan Sir [Class: DMSSA2] 

Tutorial 4: https://youtu.be/N7xaFyRoruM

導修課的影片及照片

程校長 (班別: CPS)

導修課 4 第一部分: https://youtu.be/WH_7yveZaas

導修課 4 第二部分: https://youtu.be/pcLqyRWSnII

 

(班別: DMPS)

導修課 4 第一部分https://youtu.be/8CTR-UPgEqk

導修課 4 第二部分: https://youtu.be/trzGB3g0BxM

 

陳老師 (班別: DMSSA2)

導修課 4: https://youtu.be/N7xaFyRoruM

Highlights of the discussion

  1. Tutorial 4 PPT (Principal Ching)

https://drive.google.com/file/d/1HhHgNVR1Vc9RnO-p1nyiKJxM6TMVxeUD/view?usp=sharing

 

Discussed Afterschool Support/small class plans

Afterschool Support plan (Principal Ching): https://drive.google.com/drive/folders/1iMaFxbdupDGB-uFBaqlpZJeCRlxCAh6Q?usp=sharing

Afterschool Support plan (Chan Sir): https://drive.google.com/drive/folders/19-zGyuKV45Ovpkw_mTed4wWm6ednlhcg?usp=sharing

Domain 4: T2 support

SCHOOL VISIT

Introduction

  1. Afterschool Support observation
  2. Post observation meeting
  3. Preparation for the three interviews

SENCO

  • New teacher training
  • OR Addressing difficult cases’ behaviour and emotion x 5 small group/1:1 sample
  • OR Any concern they like to address

主題4: 第二層支援

校訪:

簡介

  1. 課後支援觀察
  2. 觀察後會議
  3. 準備三次面試

特殊教育需要統籌主任

  • 新教師培訓
  • 或解決困難案例的行為和情緒問題,包括五個小組/一對一的示例
  • 或任何他們想要解決的問題

Video clips and photos of the School Visit 4 Afterschool Support observation

Video clips (Afterschool School observation):
Sharon: https://www.youtube.com/playlist?list=PLQeMckMjDfGCI7MU_vo1HEZvry3r6JTY_

Principal Ching: https://www.youtube.com/playlist?list=PLQeMckMjDfGCqxBfmHxSvX2jSDdUbLD0Z

Chan Sir: https://www.youtube.com/playlist?list=PLQeMckMjDfGBj-WgK9-almMjnskc7MfuC

 

Photos (Afterschool Support observation)

Principal Ching: 

Fanling Assembly of God Church Primary School: https://drive.google.com/drive/folders/1NHzxf3l9sU40cv8rcnj_Lyb1y7H29JEn?usp=sharing

Tseung Kwan O Methodist Primary School (Lunch Activity): https://drive.google.com/drive/folders/1_4zpugVmV50bmmepfSFFUyb0p-7GoNZ5?usp=drive_link

Tseung Kwan O Methodist Primary School: https://drive.google.com/drive/folders/1fh13xXQgDD4L93YB1xzflP0CnWf3NzC4?usp=drive_link

Cho Yiu Catholic Primary School (1v1 Afterschool Support group): https://drive.google.com/drive/folders/14g0x4z0AnlteqUHTWSPw_mWOqEgbR8G7?usp=drive_link

HKUGA Primary School (Lego group): https://drive.google.com/drive/folders/1OZK9SINbOcaXLrExx1fhiicGH8ZhoDpm?usp=drive_link

Chan Sir: 

CCC Fung Leung Kit Memorial Secondary School (whole class activity): https://drive.google.com/drive/folders/193EfzZ9_crzLHoR26lPAzg_1gTRtuQ7U?usp=drive_link

Cotton Spinners Association Secondary School (Coffee workshop): https://drive.google.com/drive/folders/1i1aaTAJt9kTePuptIwExUySjz0IIy4s1?usp=drive_link

中聖書院: https://drive.google.com/drive/folders/19JQOuQA5xjiJHlZ3t2_6ju_OCBXC8Gj0?usp=drive_link

官立嘉道理爵士中學(西九龍) (lesson in small group): https://drive.google.com/drive/folders/1oz2Ytu4V3PRUT4n50ljUsSKs9950vJD4?usp=drive_link

循道中學: https://drive.google.com/drive/folders/1fjnYS5tYZ78j6DkgwtDSU3WBLmDBjwQG?usp=drive_link

Sharon:

保良局王賜豪(田心谷) 小學 (lesson in small group): https://drive.google.com/drive/folders/1-VtmjdVYomZdT2Twtp4t6o6S54m436xp?usp=drive_link

明愛樂義學校 (lesson in small group): https://drive.google.com/drive/folders/1ysr3znmYMbDjyxe1mXSLKZnQyOqecmYW?usp=drive_link

潮州會館中學 (lesson in small group): https://drive.google.com/drive/folders/1zLoNK4n0E0zsWl2cGMdMThbS5T2xwiNT?usp=drive_link
慈雲山天主教小學 (lesson in small group): https://drive.google.com/drive/folders/1-AHxoi_4T9lv3bnAl61pauIxB0Z–Zls?usp=drive_link
香港路德會增城兆霖學校 (lesson in small group): https://drive.google.com/drive/folders/1fhgWSia25ZFyEn5_nZ4Bx6dGV3IR8xod?usp=drive_link

Photos (Afterschool Support observation)

Principal Ching: 

基督教粉嶺神召會小學: https://drive.google.com/drive/folders/1NHzxf3l9sU40cv8rcnj_Lyb1y7H29JEn?usp=sharing

將軍澳循道衛理小學 (Lunch Activity): https://drive.google.com/drive/folders/1_4zpugVmV50bmmepfSFFUyb0p-7GoNZ5?usp=drive_link

將軍澳循道衛理小學: https://drive.google.com/drive/folders/1fh13xXQgDD4L93YB1xzflP0CnWf3NzC4?usp=drive_link

祖堯天主教小學 (1v1 Afterschool Support group): https://drive.google.com/drive/folders/14g0x4z0AnlteqUHTWSPw_mWOqEgbR8G7?usp=drive_link

港大同學會小學 (Lego group): https://drive.google.com/drive/folders/1OZK9SINbOcaXLrExx1fhiicGH8ZhoDpm?usp=drive_link

Chan Sir: 

中華基督教會馮梁結紀念中學 (whole class activity): https://drive.google.com/drive/folders/193EfzZ9_crzLHoR26lPAzg_1gTRtuQ7U?usp=drive_link

棉紡會中學 (Coffee workshop): https://drive.google.com/drive/folders/1i1aaTAJt9kTePuptIwExUySjz0IIy4s1?usp=drive_link

中聖書院: https://drive.google.com/drive/folders/19JQOuQA5xjiJHlZ3t2_6ju_OCBXC8Gj0?usp=drive_link

官立嘉道理爵士中學(西九龍) (lesson in small group): https://drive.google.com/drive/folders/1oz2Ytu4V3PRUT4n50ljUsSKs9950vJD4?usp=drive_link

循道中學: https://drive.google.com/drive/folders/1fjnYS5tYZ78j6DkgwtDSU3WBLmDBjwQG?usp=drive_link

Sharon:

保良局王賜豪(田心谷) 小學 (lesson in small group): https://drive.google.com/drive/folders/1-VtmjdVYomZdT2Twtp4t6o6S54m436xp?usp=drive_link

明愛樂義學校 (lesson in small group): https://drive.google.com/drive/folders/1ysr3znmYMbDjyxe1mXSLKZnQyOqecmYW?usp=drive_link

潮州會館中學 (lesson in small group): https://drive.google.com/drive/folders/1zLoNK4n0E0zsWl2cGMdMThbS5T2xwiNT?usp=drive_link
慈雲山天主教小學 (lesson in small group): https://drive.google.com/drive/folders/1-AHxoi_4T9lv3bnAl61pauIxB0Z–Zls?usp=drive_link
香港路德會增城兆霖學校 (lesson in small group): https://drive.google.com/drive/folders/1fhgWSia25ZFyEn5_nZ4Bx6dGV3IR8xod?usp=drive_link

Highlights and learning materials of the discussion in School Visit 4

Afterschool Support plan samples categorized upon the variations of the cases

Afterschool Support plan (Principal Ching): https://drive.google.com/drive/folders/1iMaFxbdupDGB-uFBaqlpZJeCRlxCAh6Q?usp=sharing

Afterschool Support plan (Chan Sir): https://drive.google.com/drive/folders/19-zGyuKV45Ovpkw_mTed4wWm6ednlhcg?usp=sharing

Chapter 6

Domain 5: Parent Engagement

In this chapter, we will discuss how the three distinctive roles (SENCOs, SENST, LSTs) could collaborate to assist the five selected cases in each school in terms of the collaboration with the parents of the cases.

Domain 5: Parent Engagement

TUTORIAL

Introduction

  1. What are the roles of parents in supporting the five cases?
  2. How can their involvements be more effective in supporting the five cases?
  3. How can we assess their involvement?

Roles

SENCO

  • Coordination between parents, teachers, LS team and professionals
  • Sharing of effective practices and strategies for parents to support child’s learning and development
  • Sharing of effective ways to increase effective communication with parents
  • Sharing of effective ways to increase parents’ support to the school

SENST

  • Communication with parents
  • Developing/suggesting suitable activities for parents to do with children to help their learning and development
  • Demonstrating and sharing of effective strategies to parents for use at home

LSA

  • Communication with parents
  • Assist SENST in developing/suggesting suitable activities for parents to do with their children
  • Demonstrating and sharing of effective strategies to parents for use at home

Activity 1                                                                         

  1. Redefining your role in parent communication
  2. Redefining parent’s role
  3. SENCO/SENST/LSA sharing of effective practices and strategies for parents/ effective communication with parents
  4. Review of effective practices and strategies parents

Activity 2            

  1. As a team: How to support parents? How to communicate with parents?
  2. Discussion on parent’s involvement on the cases
  3. Choose one focus and then role play

Activity 3

Consultation sessions

End of session/moving forward

Evidence of enhancing communication with parents, understanding their needs and concerns, finding suitable resources for them

Strategies worth trying or sharing to team members this week

Video clips of the lesson

Principal Ching [CPS] Tutorial 5 Part 1: https://youtu.be/eI3L8hcJrXM

                            [CPS] Tutorial 5 Part 2: https://youtu.be/3Eq-UHNf3iw

                            [CPS] Tutorial 5 Part 3: https://youtu.be/Af636YCFM5I

                            [DMPS] Tutorial 5: https://youtu.be/lwwPc-t-AJk

 

Chan Sir [DMSSA1] Tutorial 5: https://youtu.be/DH7Ito4g_Rw

Highlights of the discussion (Samples of the collaboration plans with parents)

a. Tutorial 5 PPT (Principal Ching)

https://drive.google.com/file/d/13bbWjuMKbzqyYLwcDGhUI52eZE3jyXxV/view?usp=sharing

b. 良好操行自少培養(家長講座) (Principal Ching)

https://drive.google.com/file/d/1LZLZf2WLBSYN1tVbSgcLBxw0jp5nuhiP/view?usp=sharing

Domain 5: Parent Engagement

SCHOOL VISIT

Introduction

  1. Discussion with the school’s LS team about their communication with parents for School-based Diversified Learning

SENCO

  • Effective practices for parents to support child’s learning and development
  • Effective communication with parents
  • increase parents’ support to the school
  • Assessment mechanism about parents’ engagement

CHAPTER 7 Real case support exemplifications

School Visit Free topics

Introduction

  1. Content to be compromised between tutors and schools depending on the school-based needs.

Categories in the school visits for CORE schools

  • Observation (teaching, AS , parents workshop)
  • Seminar (teacher development, capacity building, in-school sharing for subjects or all teachers)
  • Development of assessment/evaluation mechanism
  • Attending /initiating meetings
  • Professional dialogue / focus group discussion
  • Auditing papers/documents
  • LSA mentorship
  • Teaching materials co-development
  • Interviewing school stakeholders
  • Workshops for parents
  • OR any preferred collaboration requested by SENCOs.
Video clips and photos of the School Visit 6,7 based on different topics

Video clips (Afterschool Support observation):

Sharon: https://www.youtube.com/playlist?list=PLQeMckMjDfGCI7MU_vo1HEZvry3r6JTY_

Principal Ching: https://www.youtube.com/playlist?list=PLQeMckMjDfGCqxBfmHxSvX2jSDdUbLD0Z

Chan Sir: https://www.youtube.com/playlist?list=PLQeMckMjDfGBj-WgK9-almMjnskc7MfuC

Photos (Afterschool Support observation):

Principal Ching: 

基督教粉嶺神召會小學: https://drive.google.com/drive/folders/1NHzxf3l9sU40cv8rcnj_Lyb1y7H29JEn?usp=sharing

將軍澳循道衛理小學 (Lunch Activity): https://drive.google.com/drive/folders/1_4zpugVmV50bmmepfSFFUyb0p-7GoNZ5?usp=drive_link

將軍澳循道衛理小學: https://drive.google.com/drive/folders/1fh13xXQgDD4L93YB1xzflP0CnWf3NzC4?usp=drive_link

祖堯天主教小學 (1v1 Afterschool Support group): https://drive.google.com/drive/folders/14g0x4z0AnlteqUHTWSPw_mWOqEgbR8G7?usp=drive_link

港大同學會小學 (Lego group): https://drive.google.com/drive/folders/1OZK9SINbOcaXLrExx1fhiicGH8ZhoDpm?usp=drive_link

Chan Sir: 

中華基督教會馮梁結紀念中學 (whole class activity): https://drive.google.com/drive/folders/193EfzZ9_crzLHoR26lPAzg_1gTRtuQ7U?usp=drive_link

棉紡會中學 (Coffee workshop): https://drive.google.com/drive/folders/1i1aaTAJt9kTePuptIwExUySjz0IIy4s1?usp=drive_link

中聖書院: https://drive.google.com/drive/folders/19JQOuQA5xjiJHlZ3t2_6ju_OCBXC8Gj0?usp=drive_link

官立嘉道理爵士中學(西九龍) (lesson in small group): https://drive.google.com/drive/folders/1oz2Ytu4V3PRUT4n50ljUsSKs9950vJD4?usp=drive_link

循道中學: https://drive.google.com/drive/folders/1fjnYS5tYZ78j6DkgwtDSU3WBLmDBjwQG?usp=drive_link

Sharon:

保良局王賜豪(田心谷) 小學 (lesson in small group): https://drive.google.com/drive/folders/1-VtmjdVYomZdT2Twtp4t6o6S54m436xp?usp=drive_link

明愛樂義學校 (lesson in small group): https://drive.google.com/drive/folders/1ysr3znmYMbDjyxe1mXSLKZnQyOqecmYW?usp=drive_link

潮州會館中學 (lesson in small group): https://drive.google.com/drive/folders/1zLoNK4n0E0zsWl2cGMdMThbS5T2xwiNT?usp=drive_link

慈雲山天主教小學 (lesson in small group): https://drive.google.com/drive/folders/1-AHxoi_4T9lv3bnAl61pauIxB0Z–Zls?usp=drive_link

香港路德會增城兆霖學校 (lesson in small group): https://drive.google.com/drive/folders/1fhgWSia25ZFyEn5_nZ4Bx6dGV3IR8xod?usp=drive_link

Photos (lesson observation)

Overall photos (lesson observation) (Principal Ching):

please see in the drive: https://drive.google.com/drive/folders/1fmDYHkgYO_s6Ro6xK6OH-rSNdSlytb6x?usp=sharing

 

Overall photos (lesson observation) (Chan Sir):

please see in the drive: https://drive.google.com/drive/folders/112HwxxfFnfHlrkty9blq7-OKCYzX0YZc?usp=drive_link

 

Overall photos (lesson observation) (Sharon):

please see in the drive: https://drive.google.com/drive/folders/1j0ZeeegNIee26TiiWcATwvSgmNC4zYEt?usp=drive_link

Highlights and learning materials of the discussion in School Visit 6,7

1. 祖堯天主教小學 (堂課 / 功課 / 試卷的功能)

https://drive.google.com/file/d/1l7V1Zm3rN6EPTuLOqTv3eYrMMFmV4Mbj/view?usp=sharing

2. 港大同學會小學 (支援讀寫障礙及自閉症學生的中文科教學)

https://drive.google.com/file/d/1zELARqXmbD_6KgmBzpsHOrbHN1oxGVwH/view?usp=drive_link

3. 將軍澳循道衛理小學 (照顧學生多樣性)

https://drive.google.com/file/d/1FN5f6U9oJjcuj73yHjQz0zaltKLl5e94/view?usp=sharing

4. 浸信會沙田圍呂明才小學 (適異性課程)

https://drive.google.com/file/d/1hghBlWcvVMKJ9pyxImCJuAuexR6AqIxQ/view?usp=sharing

5. 基督教培恩小學 (雙重特殊需要資優生教育)

https://drive.google.com/file/d/1wQGnopJN6POVPjiPgtEx_4zJqAID_E5v/view?usp=sharing

CHAPTER 8 Summary and Participant Feedback

Way forward (future directions in promoting the sustainability of catering for diverse learning needs in schools).

Foreword(Foreword)

Preface & Introduction Preface & Introduction Preface & Introduction Preface & Introduction Preface & Introduction Preface & Introduction Preface & Introduction Preface & Introduction Preface & Introduction Preface & Introduction Preface & Introduction Preface & Introduction Preface & Introduction Preface & Introduction 

Foreword(Foreword)

Preface & Introduction Preface & Introduction Preface & Introduction Preface & Introduction Preface & Introduction Preface & Introduction Preface & Introduction Preface & Introduction Preface & Introduction Preface & Introduction Preface & Introduction Preface & Introduction Preface & Introduction Preface & Introduction 

合辦機構

捐助機構

合辦機構

捐助機構

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