教育研究學報



知識樽頸:香港主流學校推行融合教育面對的制約

2008.第23卷第1期(Vol. 23 No. 1).pp. 135–156
 

知識樽頸:香港主流學校推行融合教育面對的制約

Knowledge Bottleneck: Constraints Faced by Mainstream Schools Implementing Inclusive Education

譚偉明、梁昌文(Frank Wai-Ming TAM & Kelvin Cheong-Man LEUNG)

摘要

香港近年推行融合教育政策,協助有特殊教育需要的學童進入主流學校受教育。為使這些主流學校能有效地推行融合教育,教育當局嘗試提供不同形式的支援,其中的特殊教育資源中心,是由一所特殊學校和多所主流學校夥伴起來,結成專業支援網絡。本研究是從知識轉移角度,分析這些專業支援網絡的成效。研究採用個案研究法,對象是一所特殊學校和四所主流小學結成的支援網絡內,其中8位教師及1位社工。研究發現以專業支援網絡形式協助主流學校教師推行融合教育,會出現四種制約,包括知識、資源、思維和制度的制約。前兩項制約可以用時間和投放資源解決,後兩項制約因為涉及文化因素,所以較難在短期內化解。

關鍵詞:知識轉移;知識管理;融合教育

Abstract

Recently, Hong Kong has implemented an inclusive education policy, which aims to enable students with special educational needs to study in mainstream schools. In order to facilitate mainstream schools to implement inclusive education policy effectively, the education authority attempts to provide supports of various types, and one of them is Special Needs Education Resource Center, which is a professional support network composed of one special school and several mainstream schools. The present study is an attempt to investigate the effectiveness of this support network from the perspective of knowledge management. This study employs case study method, and the target is one special school and four mainstream schools within a professional support network. The researcher collected interview information from eight teachers and one social worker. Findings of the study suggest that four constraints exist in the network for supporting mainstream schools to implement inclusive education. These are knowledge constraint, resource constraint, ideological constraint, and institutional constraint. The first two constraints can be resolved by putting in time and more resources, but the latter two constraints are harder to deal with immediately because they are related to cultural elements within our society.