香港融合教育政策下的教师专业发展

Teacher Professional Development under the Context of Integrated Education in Hong Kong

世界愈趋文明进步,人权愈受尊重,教育制度朝向机会均等和公平公义发展,融合教育及全纳教育的诉求亦随之而起。香港的融合教育政策始见于1977年发表的《群策群力协助弱能人士更生》康复政策白皮书,而1990年的《教育统筹委员会第四号报告书》则扩展了"特殊教育需要"的定义,提出需加强主流学校的特殊教育辅导。及至1997年推行"融合教育先导计划",教育当局落实把原有就读于特殊学校的残障学童融入主流教育。在实施融合教育的背景下,处理不同的特殊教育需要,已不只是特殊学校教师所面对的问题;而要成功落实融合教育,特殊教育教师培训更是教师专业发展中不可或缺的重要一环。为让融合教育得以顺利推行,教育当局已先后推出不同形式的在职特教师资培训,并于2007年制定"推行融合教育的五年教师专业发展架构"。然而,仍有不少前线教师及本地研究认为特教培训不足,直接影响了融合教育的实施成效。因此,香港的特殊教育教师发展仍然面临不少困难与挑战。

Increasing awareness and knowledge about human rights and equal opportunities for all students has prompted the development of Integrated Education and Inclusive Education worldwide.In 1977,Hong Kong government issued the 'White Paper on Rehabilitation-Integrating the Disabled into the Community:A United Effort' and raised the concern of the public about the integrated education.In 1990,the Education Commission Report No.4 further enhanced the importance of integrating students with special educational needs into mainstream schools.Based on the experience of a two-year pilot project,the policy of integrated education was put into practice in 1997,and students with special educational needs was given the equal opportunities to access to local education.Under the context of integrated education,all teachers,rather than those in segregated special schools,need to face and deal with the students with special educational needs.Therefore,special education training for teachers has been en important issue in Hong Kong.To facilitate the implementation of integrated education.Hong Kong education bureau issued a five-year teacher training framework in 2007.However,many scholars and frontline teachers considered the teacher training program in special education as insufficient,which impedes the implementation of integrated education.Hence,there are still a series of difficulties and challenges for teacher development under the context of integrated education.