分享會：適合有志投身英國教育界 - 教學助理 的香港人

教學助理分享會 - Sharing from UK Teaching Assistant

—— 適合有志投身英國教育界的香港人——

是次分享會邀請到一位現於英國任教學助理的 Vivian 分享她在學校的所見所聞及經驗，介紹英國學校的文化及學生需要。

日期：26/9/2022

時間：英國時間 10:00-11:30（香港時間 17:00-1830）

內容：求職經驗 · 工作範疇 · 相關課程 · 問題解答

形式：Zoom

業界資訊 : 英國心泉正註冊成為社群利益公司，專注協助香港兒童移英情緒健康暨特殊學習需要

專注協助香港兒童

移英情緒健康 

特殊學習需要

Hong Kong Well UK 

英國心泉 https://hongkongwell.uk 

對於不少移居英國的香港兒童，適應英國當地學校生活，並非易事。心泉成立的目的是要幫助受到情緒困擾的學童，為學童、家長和老師提供支援。

有關 .. 

- 英國對特殊學習需要兒童有甚麼支援?

- SEN子女移英前需要預備甚麼文件?

- 如何申請特殊學習需要支援?

About Hong Kong Well UK :

Hong Kong Well UK is registering as a community interest company group to care for the mental health of Hong Kong children who have migrated to the United Kingdom.

英國心泉正註冊成為社群利益公司，專注協助移英香港家庭處理兒童情緒問題。

節目推介 : 孩子的完美拼圖 - 我都做得到

每個小孩都有權利在愉快的環境學習成長，但是有身體或心智障礙的學生往往在學習上遇到莫大挑戰。本集到外地拍攝，究竟同樣目標，在不同地域推行是否面對同樣的挑戰？

台灣與香港同樣在九十年代開始推行融合教育，台灣有法律保特殊需要學生受到適當教育，免受歧視，時至今日發展相當完善。

在英國，融合教育的制度更加成熟，學校都有一名特殊教育統籌主任 ( Special Educational Needs Coordinator/ SENCO)，為特殊生建立及跟進學習計劃，並評估其進度，而這些協調人本身都是經過專門特殊教育培訓、經驗豐富的特教專家。

Understanding and managing challenging behaviour conference, 10 November, Exeter

Every day, people on the autism spectrum are expected to cope with the challenges of a world which can often seem bewildering and irrational. This can cause high levels of anxiety and stress, resulting in behaviours that can be difficult for other people to deal with and offer significant challenges to professionals involved in the provision of educational, health and welfare services.

This conference features key speakers who will discuss the reasons for certain behaviours in people on the autistic spectrum.

Topics include:

• Impact of sensory difficulties and anxiety on behaviour
• Sleep difficulties
• Strategies to reduce stress and anxiety in classroom settings
• Toileting issues
• Reducing restrictive practices
• Contemporary applied behaviour analysis (ABA) for teachers.

Register by 9 September 2015 to take advantage of early booking rate!

節目推介 : 自閉症研究「社群活動」, 研究结果實在令人很鼓舞！

E09 Living With Autism 发布人 kaanozten

明珠930有關英國心理學家 Uta Frith 教授的自閉症研究：
✅每個人的性格都有一點自閉
✅自閉和自閉症是不一樣
✅「社群活動」能夠推動孩子對應不同環境的應有行為及與人溝通的語言需要更敏銳
這些都是她的研究结果。

推薦你看看這節目，她的研究结果實在令人很鼓舞！

自閉症男無法說完整的句子 開口歌聲如天籟

東森新聞記者蘇日宏、呂佳憲／綜合報導

英國23歲男子馬丁芬恩（Martin Finn），3歲時被診斷出罹患嚴重自閉症，沒有辦法說出一句完整的話，不過14歲時，跟著正在播放的卡拉OK機開口唱歌，歌聲宛如天籟，不論何種曲風、用甚麼語言演唱，只要他聽過五、六次就能琅琅上口，相當厲害。

芬恩一開口，清亮的嗓音讓台下的聽眾癡迷，他翻唱電影《戀夏500日》插曲《Sweet Disposition》，歌聲不比原唱澳洲躁動陷阱樂團（The Temper Trap）遜色。其實芬恩是一名嚴重的自閉症患者，在他專注演唱時，看不出異樣，不過一唱完，芬恩全身就開始不自主地晃動。

現年23歲的芬恩，3歲時被診斷出罹患嚴重的自閉症，吃飯和個人衛生都要仰賴他人，也沒有辦法完整地說出一句話，父母為了照顧他費盡心思，沒想到14歲時，他突然跟著卡拉OK唱歌，展現過人的天賦。

無法閱讀書本的芬恩，甚至能夠自己挑選喜歡的CD，現在更成為英國各界邀請的歌手，由於他的父母年紀都不小了，希望有公司能替他灌錄唱片，在雙親離世後，還能靠著歌聲養活自己。

原文網址: 自閉症男無法說完整的句子　開口歌聲如天籟

過度活躍 ( ADHD ) 的首相

邱吉爾小時是個超級頑童，上課心散不特止，更會滋擾其他同學，據講他最愛當着老師面唱粗口歌，醫史學家認為他的情況跟專注力失調過度活躍症脗合（Attention Deficit Hyperactivity Disorder，簡稱 ADHD）。最終馴服這頭野馬的，是哈羅公學（對，就是屯門掃管笏也有分校那所），老師要邱吉爾在操場跑圈至筋疲力盡才准踏進班房，這招果然奏效，頑皮仔也得乖乖坐着上課了。哈羅畢業後，邱吉爾加入軍隊，展開了傳奇的一生。

在從前的農村或漁村社會，小朋友頑皮好動是正常不過的事，所謂ADHD，其實是教育制度演化下衍生的問題，其他典型例子還有兒童焦慮症、社交恐懼症、強迫型人格障礙症等，這些數十年前仍聞所未聞的「疾病」，也許是後現代社會意識形態的產物，我們縱然無奈也得接受吧。

麥煒和
腦神經科專科醫生

Three in five parents with learning difficulties will have their children taken into care, charity estimates

More children are being placed in care

CHILDCARE experts say these parents would be better able to cope if they received more support.

AROUND three in five Scots parents with learning difficulties will have had their children taken into care, compared to just two in five parents in similar circumstances south of the Border.

Children's charities and officials are now demanding more research into the care system in Scotland.

An official from the Scottish Consortium for Learning Disability warned Holyrood's Education and Culture committee that the figure in Scotland could be even higher.

And Scotland's Commissioner for Children and Young People Tam Baillie has also highlighted disparities in the general number of children taken into care across Scotland's 32 local authorities, with some councils removing more children than others with similar socio-economic profiles.

SCLD business and partnerships manager Andy Miller said: "Some estimates are even higher, at six out of 10 children (taken from) parents with learning disabilities.

"Our own view is that is too high. I don't know what the figures are for other vulnerable children who have parents with addiction or mental health problems. It might be equally high. It certainly feels high.

"Parents with learning difficulties find it really difficult to get the right support they need to parent, or even any support at all. We hold the view that with better support for parents, that number would drop significantly."

Mr Baillie told the committee there is a lack of consistency between care professionals and local authorities about the appropriate level of intervention.

He said: "Some of that can be accounted for by levels and concentrations of poverty, but not all of it.

"You will have councils with similar profiles, in terms of their socio-economic circumstances, who have got quite different rates of children being taken into a care or are being looked after.

"That begs the question of what else is going on there?"

"Resources play a large part in decision-making, but this is only part of the problem. Concerns about poor outcomes for children are reflected in various reports produced over the last decade and being aware of these poor outcomes will no doubt influence the decisions of professionals to move or not move children into care.

"Moreover, the availability of suitable placements and numbers of placement moves that some children are subjected to also impacts on decisions to remove children, in some cases when a move is needed.

"Decisions to remove should be led by the child's best interests and not by resources."

"A journey in innovation" - Martin Bean at ALT-C 2009

Start at 4 Min

Keynote speech by Martin Bean, Vice Chancellor Designate at the Open University, at In dreams begins responsibility choice, evidence and change, the 2009 conference of the Association for Learning Technology (ALT).

Session given in Manchester, UK on Wednesday 9 September at 11.55. For further assets associated with this talk please go to http://www.alt.ac.uk/altc2009/keynote...

兒童過于依賴電子產品

調查顯示，四分之一英國家庭擁有平板電腦；約一半家長表示會給孩子購買電子設備。

現狀：
兒童過度依賴電子產品
網上零售商Pixmania調查2000名家長，了解他們家中電子產品的消費情況及孩子使用這些產品的時長。八成調查對象家中有14歲或年齡更小的孩子。

調查顯示，如今四分之一英國家庭擁有平板電腦；約一半家長表示會給孩子購買電子設備。調查對象中，46%會給孩子買Xbox或PlayStation遊戲機，30%會給孩子買MP3音樂播放器或智能手機。

與此同時，超過70%的家長認為孩子過度依賴電子產品。調查顯示，孩子們每天耗費在玩電子產品上的時間平均接近2小時，超過四分之一的孩子每天盯著屏幕的時間超過4小時，4歲以下兒童中有超過一成經常玩平板電腦。

過去，遇到孩子不聽話的情況，家長們會以不讓吃飯、不給講床邊故事等作為懲罰手段。Pixmania的調查顯示，如今，八成家長會採取“技術懲罰”手段，即沒收孩子的iPad、智能手機、遊戲機等。家長們承認，這樣做更為有效，不過，後果很可能是激怒孩子。


英國媒體12日援引Pixmania工作人員戛迪・胡貝卡的話報道：“平板電腦、智能手機等電子產品既提供了娛樂，又幫助孩子與朋友交流，因此當家長把它拿走，會帶給孩子雙重打擊。”

爭議：
危害兒童閱讀與交流能力
據美國theiphonemom網站統計，2009年以來，針對低齡人群開發的應用軟件激增，不少家長讓iPad充當孩子“保姆”或早教工具。

心理學家並不讚同家長們的做法，認為至少孩子2歲前不宜接觸。法國兒童精神病學家塞爾日・蒂斯羅恩說，iPad只能提供色彩豐富的二維畫面，無法向嬰幼兒提供復雜的感官信息，存在缺陷。

美國心理學家南希・琳達認為，iPad的某些遊戲具有一定互動性，但它們無法替代人際交流。

英國去年一項調查顯示，有語言障礙的少年兒童過去6年間增加71%。語言研究專家認為，這與智能手機、遊戲機等電子產品更多地進入兒童生活有一定關聯；教育專家擔心，長時間使用智能手機和電腦等電子設備可能危害兒童的閱讀和交際能力。

一些家長則擔心iPad所代表的計算機文化讓孩子失去對傳統遊戲的興趣。法國大廚讓－菲利普・維埃拉的3個孩子均不滿10歲。他不讓孩子們玩電腦、用手機，連每周五晚上看電視的時間也限制在20分鐘以內。在他看來，“玩兒不需要高技術”。

Child learning difficulties: choosing the right school

Every opportunity: lessons at Bethany School. 

A supportive school with the right ethos and technical provision will help your child to flourish, says Virginia Matthews.

“Dyslexia may be an obstacle, but as long as you choose the right school there is no reason why a dyslexic child shouldn’t achieve everything their heart desires.”

So says Francie Healy, head of the co-educational Bethany School in Goudhurst, Kent, one of a growing number of mainstream independent schools to offer specialist teaching for dyslexia, dyspraxia and Asperger’s Syndrome.

Bethany’s specialist dyslexia unit caters for groups of around six and is strategically sited in the middle of the main teaching block. “Our approach is to keep all the children together most of the time and to withdraw those needing extra support for tailored sessions when necessary,” says Healy.

“I would advise all parents of dyslexic children to look at where they’ll be for most of the day and to decide whether the school’s approach fosters inclusion or separation.”

With some 10 per cent of the population thought to suffer from dyslexia — symptoms range from mild spelling difficulties to a chronic inability to read and write or severe absent-mindedness — it’s little wonder that independent schools are keen to establish their credentials in this area.

But Brendan Wignall, headmaster of Ellesmere College in Shropshire, and chairman of the Council for the Registration of Schools Teaching Dyslexic Pupils (CReSTeD), says that the relatively small number — fewer than 80 — of schools recognised by this charity suggests provision is patchy.

“You’d expect me to recommend that parents look first and foremost for the CReSTeD seal of approval but, sadly, some schools with dyslexia units see them as little more than a marketing opportunity and, in extreme cases, discourage dyslexic pupils from staying on in case it affects [overall] results.”

He adds that it is vital to question whether the school is in the right place spiritually and culturally. “A mismatch between the confidence-boosting a dyslexic child receives in a specialist unit and the thoughtless barracking they may encounter at the hands of the head of maths an hour later could be very damaging.”

Structured teaching and small class sizes, standard in many independent schools, can be vital for children with dyslexia. But for Carolyn Billson, whose son James attended Bethany before going to the University of Reading, the ethos of the school was all-important.

“Having discovered James has moderate dyslexia with dyspraxic tendencies, we did the rounds of the local private schools. Bethany seemed such an excellent school that we would have chosen it even if it hadn’t had a specialist unit. The practical coping strategies and the support James received transformed his approach to study,” says Billson.

At the boys-only More House School in Frensham, Surrey, which specialises in language-processing problems, headmaster Barry Huggett endorses an individual approach. “Athough we don’t see ourselves as an academic powerhouse, we have the facilities to offer all 413 pupils what amounts to a customised timetable reflecting how each one learns and processes information. So all boys are given the opportunity to take eight or nine GCSEs.”

Former More House parent Sue Olen says that for her son, Oliver, now in his final year at the University of Derby, problems with dyslexia began early. “He had severe difficulty reading [at pre-school stage], and at junior school he was in tears daily due to his frustration at being unable to keep up.”

The family paid the first year’s fees at More House, but once Oliver had been granted a Statement of Special Educational Need — a document issued to pupils with significant difficulties that details the help they should receive — the local authority picked up the tab for the remaining six. “The confidence-building that came from being taught alongside other boys with similar problems changed our son’s life,” says Olen.

Established in 1946 and with only 96 pupils aged between seven and 17, Frewen College in Rye, East Sussex — where term fees from Year 7 start at £6,593 for day pupils and £9,252 for boarders — was the UK’s first specialist dyslexia school. With each house named after a celebrated dyslexic — Sir Richard Branson, Nigel Kennedy, Sir Steve Redgrave and Jamie Oliver — the college sees positive role modelling as crucial.

“Once you’ve found a school with technical provision for dyslexia, find out how many one-to-one or small-group sessions are included in the fees and examine the school’s track record,” says the college’s business manager Jeremy Field. “Look beyond the glossy brochure.”

By Virginia Matthews
6:30AM GMT 01 Jan 2013

EBacc 'could marginalise' pupils with learning difficulties such as dyslexia

Guardian.co.uk , Tuesday 18 September 2012 17.40 BST


British Dyslexia Association says emphasis on exams rather than coursework could harm pupils with some learning difficultiesEBacc 'could marginalise' pupils with learning difficulties such as dyslexia

 The British Dyslexia Association said a renewed emphasis on exams rather than coursework and the breaking of two-year studies into smaller units and the extra stress associated with once-and-for-all exams could disadvantage candidates with some learning difficulties. The changes would also damage their chances of going on to higher education.

The association's chief executive, Kate Saunders, said: "Dyslexia is most often characterised by a deficit in information processing and working memory, speed of working and difficulty accessing and recording written information.

"Dyslexic difficulties can be exacerbated in an examination context, due to stress. This can make it particularly difficult for dyslexic students to demonstrate their ability, knowledge and understanding through one-off, timed examinations.

"These plans, should they be implemented, will create an additional barrier for dyslexic students to continue on to higher education. Coursework is generally a much fairer method of assessment and constitutes a reasonable adjustment for these students."

She warned that under the 2010 Equality Act and the 2006 UN convention on the rights of disabled people the government had a duty not to discriminate against people with learning difficulties.

"Ultimately we believe that our education system should provide opportunities for all students to reach their potential and not be marginalised because of a disability in this fashion."

Gove's plans have already been criticised for hitting less academically gifted pupils though he has insisted those who find the new exams difficult could either take them at 17 or 18 or be provided with detailed records of achievements instead.

Volunteers Improve Children’s Early Literacy Development

An evaluation of of London Literacy Champions project has found that community volunteers can improve how parents and carers support their children’s early literacy development. The project involved more than 500 volunteers working with nearly 1500 families and used the unique power of peer volunteers to increase families’ confidence in supporting positive literacy attitudes and behaviours.

The community volunteers took part in around six weekly sessions with an assigned family. Parents taking part in the project reported significant changes in their children’s literacy development and how they felt they could support it. 84 per cent felt that the project would have a long-term impact on their child’s reading and communication skills. 100 per cent felt more confident about attending literacy activities and story telling at their local library, with more than half of families saying they would have been unlikely to attend these sessions without the support of their volunteer.

An analysis of children participating in the project reported that 52 per cent showed an improved engagement with books and stories and 46 per cent showed improved speaking and listening skills. 69 per cent of staff felt these gains to be directly related to the families’ involvement in the project.

London Literacy Champions is linked to the Team London programme funded by the Mayor of London and the Reuben Foundation and was delivered in partnership with 19 London authorities from June 2011 to May 2012. The National Literacy Trust will continue to develop the Literacy Champions programme nationally.


Visit the research pages to read the evaluation report.

Literacy Champions projects are currently running in Wythenshawe, Middlesbrough, Birmingham and parts of London.

The education of pupils with SEN in the UK: emerging themes from a systematic observation study

“The education of pupils with SEN in the UK: emerging themes from a systematic observation study” conducted by Professor Peter Blatchford, with details as below:

Date: 30 May 2012 (Wed)

Time:16:30-18:30 

Venue: D1-LP-03 (Tai Po Campus)

Details of the seminar could also be found in the attached poster.

Should you have any enquiries, please send an email to Ms. Kristi Wong at Kristi@ied.edu.hk or call her at (852) 2948 7763.  Looking forward to seeing you and thank you for your participation in advance.

Click Here Download Poster

Click Here Dowload Registration Form

調查顯示英國五分之一成年人有讀寫障礙

中新網3月29日電 據外媒報道，調查顯示，英國五分之一的成年人是“功能性文盲”。這意味著，全英國有800萬人在日常生活中有讀寫障礙。


報道稱，英國教育體系的不足導致了這種情況的出現，使許多成年人甚至連看懂說明書都感到吃力。如今，因人才缺失造成的收入減少以及更多社會福利的支出，已使英國政府每年花費810億英鎊。這個龐大開支是德國的2倍，法國的3倍。


據此，英國教育部發言人表示，“我們已經決定推動國民文化程度的提升。”


另據國際經濟合作和發展組織（OECD）的一項調查，英國的中小學生在讀書上從世界前七名下落到第25名。此外，還有一項調查顯示，兒童早期的學習質量對他們上中學仍有影響。英國教育部的一名發言人說，英國正在下功夫努力改善兒童的識字率




來源：中國新聞網