香港学校领导发展络划.docVIP

香港學校領導發展網絡計劃 （此計劃由優質教育基金贊助） SEG1 行動小組　「跨 輔助科技在嚴重弱智教育的運用 Use of Assistive Technology in Education for Students with Severe Cognitive Disabilities (Adaptive devices used at Caritas Lok Kan School) 香港大學教育系～連明剛 Ming-Gon John Lian Department of Education, Faculty of Education The University of Hong Kong 21 July, 2001 近二十年來供殘障學童使用的輔助科技器材(assistive technology or AT devices)，有快速的發展，使過去許多學習上與生活上所見到的障礙得以移除。更因有這種種科技輔助器材，而促進了嚴重弱智兒童在感官知能、言語溝通、肌能、自理、社會情緒、與生活休閒等方面的成就。正如Abbey (1983)所說，「科(p. ii)。 連明剛與Stearns氏在1988年指出，科技輔助器材能使以往不可能的事情變得可能，使許多日常工作變得容易，開啟機會之門，使殘障者達到人生最高目標。To this, Wall and Sevener (1998) stated that “technology can be a great enabler and an equalizer of opportunity” (p. 4). Matt係一盲生，他說輔助科技帶來的是「自由」與「生命自主」(Bersani, 2000, p. 11)。 Trollinger and slavkin (1999)說，「科技改變了我們居住的世界與我們教課的學校」(p. 10)。Data from Clasberry and Lian’s (1998) survey among teachers and other school practitioners, for example, indicated that assistive technology is one of the effective strategies for enhancing inclusion programs for children with special needs. Thought technological assistance, progress could be made towards inclusive school and community. The Council for Exceptional Children (CEC) of the United States developed a set of standards for providing special needs education and related services. 教職員應有足夠的知識與技能「來採取科技輔助且幫助殘障學生深入核心課程」(CEC, 1997, p. 182). Chambers (1997)指出所有的學生個別教學方案(IEP)都應考慮加入輔助科技項目。 Realizing the importance of assistive technology in school education and rehabilitation for persons with special needs, governmental agencies and professional organizations in many countries and areas (e.g. Australia, Hong Kong, Singapore, Taiwan, U.K., U.S.) have devoted increasing efforts in an attempt to explore and develop advancement programs. The National Council of Social Services (NCSS) and the Association for the Deaf of Singapore, for example, worked together to establish the Disabled Assistive and Rehabilitation Technology (DART) Network (Chan). The National Science Council (NSC) in Taiwa