與特殊教育同工分享「到校學前康復服務試驗計劃」成效研究的一些及早介入重點 (A Sharing with Educators in Special Education on Findings Related to Early Intervention of the Research on Evaluation of the Pilot Scheme on On-Site Pre-School Rehabilitation Services)
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AbstractThe Pilot Scheme of On-site Pre-school Rehabilitation Services (OPRS) was implemented in Nov. 2015 and regularized as one of the government subvented rehabilitation services for young children. The evaluation study was conducted from Sept. 2016 to Aug. 2018 led by a cross-disciplinary team of scholars from four local universities. This paper summarizes its findings and discusses inclusive education in mainstream kindergartens and child care centers and the roles of special education teachers. In both qualitative and quantitative analyses, positive and significant outcomes were observed in children’s various dimensions of development, including cognitive abilities, fine motor skills, gross motor skills, language abilities, and socio-emotional skills. These positive gains were sustained in a sub-sample of children who completed the services with a 3-month follow up assessment. Over half of the training sessions were delivered by teachers or child care workers with special education training. Parents expressed high satisfaction towards the services. Teachers reported that the largest benefit of the scheme was providing early identification and intervention to children with special needs.
Another advantage was accommodating the special needs education in mainstream classroom. Successful factors and recommendations for implementing effective practices in early childhood special education are discussed.
All Author(s) ListAnna N. N. Hui, Angela F. Y. Siu
Journal name香港特殊教育期刊 = Hong Kong Journal of Special Education
Year2019
Issue Number21
Pages82 - 94
ISSN2414-7818
LanguagesChinese-Traditional
KeywordsChildren with Special Needs, Early Intervention and Learning, On-Site Services, Kindergarten Teacher Qualifications
on Special Education

Last updated on 2020-16-06 at 10:05