Abstract


Teachers are the professionals with responsibility for delivering education reform, while politicians and administrators create the aims and opportunities. As trends in mainstream education have evolved, so too have responses to special education in different countries. The development of effective responses to the needs of low attaining pupils is on-going, and has accelerated since the turn of the century. For politicians and administrators the key issue may be policies of ‘inclusion’, but for teachers in mainstream and special schools, the classroom issue is how to cope with diversity. This paper explores critical outcomes from two approaches to meeting special needs―one from a special school perspective and one from a mainstream school perspective―both of which follow the mainstream curriculum model. The paper explores paradigms that underpin both approaches, and considers how pedagogical support can be given within the design of a common curriculum. The two different curricula are compared, and the challenges for teachers are discussed. The evidence from these two case-studies suggests that for teachers, the professional challenge is not how to understand principles of inclusion but rather how to cope with student diversity through pedagogical practices.

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Key Words

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Diversity, pedagogy, inclusion, paradigm shifts, quality education, student-centred learning, continuum of ability, attainment levels, subject knowledge, curriculum management



融合教育？個別差異？應該如何回應學生學習需要的挑戰

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​摘要


教師是背負著推動教育改革的專業人士，政治家和行政人員則設法訂下目標，向他們追求的機遇進發。隨著主流教育趨勢的演進，不同國家的特殊教育也產生了相應的變化。從21世紀開始，特殊教育及應對學習能力較低的學生的有效措施都在不斷改進及迅速發展。對於政治家和管理人員來說，當前大趨勢或許是推行融合教育，但對於在主流和特殊學校的教師來說，他們關注的課堂管理問題是如何照顧學生的個別差異。如果能夠以同一教學課程去處理所有學生的個別差異而不是用獨特的課程去處理少數的融合生，那便能大大增加平等學習的機會。本文報告兩個以處理學生特殊學習需要為目標的課程發展個案，這兩個案例的發展模式都是以主流課程為基礎，其中一個案例以特殊學校的角度去發展，而另一個案例則從主流學校的角度開展。研究探索了一些既可以加強課程多樣性，亦可以在撰寫課程時兼顧實際教學支援學生個別差異的範式。在文中，我們比較了不同的課程，討論了教師面臨的挑戰。這兩個案例的研究結果顯示，教師最大的挑戰並不是了解融合教育的理念，而是如何在日常教學中應付學生的個別差異。

 

關鍵詞



個別差異，教學方法，融合教育，範式轉變，素质教育，以學生為中心的學習，能力連續，學業水平，學科知識，課程管理