基礎教育學報



應用「三層支援模式」幫助有特殊學習困難的學生:理念與實踐

2009.第18卷第2期(Vol. 18 No. 2).pp. 87–103
 

應用「三層支援模式」幫助有特殊學習困難的學生:理念與實踐

Supporting Students with Specific Learning Difficulties through Applying the “Three-Tier Intervention Model”: Concepts and Practices

陸秀霞、鄭佩芸(Sarah S. H. LUK & Pui-Wan CHENG)

摘要

香港教育統籌局在2006年提出,以「三層支援模式」向主流學校中有特殊學習需要的學生提供學習上的支援。「三層支援模式」的概念源自美國2004年的殘疾人士教育法案,該法案提出以「支援-成效模式」作為鑑定學習障礙的參考方法。本文介紹「三層支援模式」和「支援-成效模式」的關係,以及其定義、理念、具體內容和在香港的推行情況,最後提出以這個模式來實踐中國語文教學和評鑑閱讀障礙的一些反思。

關鍵詞:三層支援模式;特殊學習困難;語文教育

Abstract

The Hong Kong Education Bureau introduced a “Three-Tiered Intervention Model” in 2006 for supporting students with specific learning disabilities in mainstream schools. The model was first proposed under the Responses to Intervention (RTI) model in the Individuals with Disabilities Education Act 2004 (IDEA) in the United States as a reference for the identification of learning disabilities. This paper offers an overview of the “Three-Tiered Intervention Model”, including its relation to RTI, its definition, theoretical background, characteristics and implementation in Hong Kong. Implications for applying this model to Chinese literacy instruction and identification of reading disabilities are also discussed.