IEP在香港的發展：過去與未來

這項研究的目的是：1) 通過對香港學校“個別教學計劃”(IEP)的抽樣調查，查探現有IEP文件的常見內容；2) 通過IEP問卷的定量分析評核學校行政管理層制定IEP的過程；3) 通過對教師和學校行政管理層的訪問，檢視IEP實踐過程中參與者的經驗。研究團隊對十一所學校進行了訪問，並收回了八十二份詢問在職教師對IEP紀錄、過程、實踐意見的問卷。研究結果顯示IEP在香港實施的合作模式、一致性、問責性及效率都有待提高。本文進一步就促進IEP在香港發展提出建議：(一)增加IEP目標的可衡量性；(二)使用更有針對性的個別化教學策略；(三)引入以課程為本的評估模式；(四)開拓與父母溝通的渠道，令他們在IEP過程中同享表達意見和期望的權利；(五)運用最新科技量化數據管理系統及電子化溝通平台；(六)為以學生為本的IEP建立個案管理負責人制度。
By reviewing available school IEP samples, the study aims to investigate the content of IEP documentation. Furthermore, through a quantitative analysis of IEP questionnaire data with teachers and school administrators, the study also aims to evaluate IEP as a process. Finally, via qualitative interviews with parents, teachers and school administrators, the stakeholders’ experience in IEP practice was investigated. 11 school settings were interviewed and 82 questionnaires were collected from in-service teachers. Results indicated that the IEP implementation in Hong Kong can further be improved in four dimensions: alignment, consistency, accountability and efficiency; and six IEP strategic development goals are suggested: 1) The measurability of IEP objectives need to be improved; 2) The educational strategies should be tailor-made to correspond more specifically to the educational goals and objectives; 3) More curriculum-based assessment measures should be used to provide evidence-based reference for educational plan development; 4) Communication channels for parents to share their feedback and expectations need to be made available; 5) The employment of information technological techniques such as the adoption of digitalized data management system and communication platform should be optimized; 6) Last but not least, the establishment of a case- manager system for every student-specific IEP should be reinforced. Copyright © 2013 Kwan Lan Vicky Tsang, Fay Wong.