內容摘要

自閉症兒童一般在社交溝通及情緒調節方面均出現困難。然而，近年腦神經科學研究顯示，正面及頻密的社交情感參與 (Social Emotional Engagement)，對促進腦部發展及學習至為重要。社交情感參與好比燃料，可引發兒童對周遭社會環境的興趣，讓他們透過觀察和模仿，提升個人的學習能力。社交情感參與又可促進兒童的語言發展，有助其分享經驗，以及提升執行功能。

Emily Rubin女士會講解一些提升社交情感參與的「3I」有效策略，並引述個案，分享她在美國主流幼稚園和小學的具體應用經驗。讓從事教育工作的人士、治療師和家長可為不同成長階段 (包括語言前、正發展語言或交談階段) 的兒童提供針對性的訓練策略。這些策略也令在主流幼稚園和小學就讀的一般兒童同樣受惠。
 

內容摘要

本會率先研發「Think Bright導思有法」訓練課程。課程由本會教育心理學家和特殊教育老師設計，是本地唯一一套專為提升四至六歲兒童高階認知功能的訓練教材。此課程不單止是一套針對兒童高階思維的訓練方法，也是一套教學法，鼓勵學前老師運用動態評估(dynamic assessment)和導引教學手法(mediated learning approach)，掌握兒童的思維發展需要與能力，不斷調整介入程度，透過正面回饋和支持的引導，啟發兒童思考、鼓勵他們表達所思所想，學習積極面對挑戰和解決問題。

是次工作坊將與教師及同工分享「Think Bright導思有法」的計劃內容和理念，包括：教學應用的經驗分享以及闡述本會與香港大學的研究團隊共同進行的成效研究。旨在讓參加者更全面掌握本計劃，並且初步認識動態評估和導引教學的概念和手法。
 

內容摘要

工作坊分享如何透過跨專業團隊運用「生涯規劃(Life-Career Approach)的介入方法」，為15 - 36歲之特殊學習需要之青少年，提升SEN青年的就業動機，成為學校與社區、職場的橋樑，協助SEN青年成功與社區/職場接軌，讓SEN青年以提升其工作自信心、自我效能感及成長動力。|
 

內容摘要 (English Only)

This 2-day workshop will review our knowledge about adult outcomes for individuals with ASD with a focus on identifying childhood factors that predict a higher quality of life.  We will discuss methods for (1) assessing transition readiness; (2) developing goals to support a successful transition to adulthood; and (3) intervention techniques targeting executive function, social communication skills, emotion regulation, and daily living skills.  Interventions supporting transition to adulthood for both concrete learners with ASD and learners graduating with a general education diploma will be discussed.

內容摘要 (English Only)

Research in the neuroscience of social emotional engagement fosters our ability to support students with autism while supporting a universal design for learning for all students with and without SEN.  When we gain knowledge of a social and emotional scope and sequence of skills and how to facilitate growth in these domains, we create a supportive learning environment that is focused on the success of every student.  The outcomes of the Social Emotional Engagement – Knowledge and Skills (SEE-KS) program will be introduced and linked to a universal design for learning framework (UDL).  UDL ensures that we begin to consider how to foster social emotional engagement in multiple ways, present information in multiple ways, and promote student participation in different ways.  

By increasing student independence, emotional investment and initiations across a range of settings, we can promote better outcomes.  In order to ensure sustainability of the SEE-KS framework, participants will learn teacher-to-teacher mentorship techniques that can be implemented to appreciate effective practices and collaborate with one another to determine next steps.  This course will be relevant for children who are before words, emerging language, and conversational levels in both special education and inclusive classroom settings.  Case examples will include kindergarten and mainstream school settings.