内容摘要

自闭症儿童一般在社交沟通及情绪调节方面均出现困难。然而，近年脑神经科学研究显示，正面及频密的社交情感参与 (Social Emotional Engagement)，对促进脑部发展及学习至为重要。社交情感参与好比燃料，可引发儿童对周遭社会环境的兴趣，让他们透过观察和模仿，提升个人的学习能力。社交情感参与又可促进儿童的语言发展，有助其分享经验，以及提升执行功能。

Emily Rubin女士会讲解一些提升社交情感参与的「3I」有效策略，并引述个案，分享她在美国主流幼稚园和小学的具体应用经验。让从事教育工作的人士、治疗师和家长可为不同成长阶段 (包括语言前、正发展语言或交谈阶段) 的儿童提供针对性的训练策略。这些策略也令在主流幼稚园和小学就读的一般儿童同样受惠。
 

内容摘要

本会率先研发「Think Bright导思有法」训练课程。课程由本会教育心理学家和特殊教育老师设计，是本地唯一一套专为提升四至六岁儿童高阶认知功能的训练教材。此课程不单止是一套针对儿童高阶思维的训练方法，也是一套教学法，鼓励学前老师运用动态评估(dynamic assessment)和导引教学手法(mediated learning approach)，掌握儿童的思维发展需要与能力，不断调整介入程度，透过正面回馈和支持的引导，启发儿童思考、鼓励他们表达所思所想，学习积极面对挑战和解决问题。

是次工作坊将与教师及同工分享「Think Bright导思有法」的计划内容和理念，包括：教学应用的经验分享以及阐述本会与香港大学的研究团队共同进行的成效研究。旨在让参加者更全面掌握本计划，并且初步认识动态评估和导引教学的概念和手法。
 

内容摘要

工作坊分享如何透过跨专业团队运用「生涯规划(Life-Career Approach)的介入方法」，为15 - 36岁之特殊学习需要之青少年，提升SEN青年的就业动机，成为学校与社区、职场的桥梁，协助SEN青年成功与社区/职场接轨，让SEN青年以提升其工作自信心、自我效能感及成长动力。|
 

内容摘要 (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.

内容摘要 (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.