GUIDE TO CURRICULUM FOR
PHYSICALLY HANDICAPPED CHILDREN
Prepared by the
Curriculum Development Council
Issued by the
Curriculum Development Institute
Education Department
CHAPTER 1 - INTRODUCTION
1.1 Definition of Children with Special Educational Needs
1.2 Aims of the Special Education Curriculum
1.2.1 General Aims
1.2.2 Specific Aims
1.3 Flexibility in Curriculum Planning
1.4 Special Education Coordinating Committee
1.5 Curriculum Guides for Children with Special Educational Needs
CHAPTER 2 - HISTORICAL BACKGROUND
2.1 The Starting of Hospital Schools, the Earliest Educational Provision for the Physically Handicapped
2.2 The Establishment of the Special Education Section in the Education Department and the Beginning of Schools for the Physically Handicapped
2.3 Increased Intensity and Complexity of Pupils' Physical and Learning Difficulties and Compatible Change of Curriculum
2.4 The Contribution of Paramedical Staff in the Education for Physically Handicapped Children
2.5 Examples of Special Curricula Devised by Schools
2.6 The Need for Curriculum Guidelines for Schools for Physically Handicapped Children
CHAPTER 3 - SPECIAL EDUCATIONAL NEEDS OF
PHYSICALLY HANDICAPPED CHILDREN
3.1 Definition of Physical Handicap for Education Purposes
3.2 Effects of Physical Problems on Education of the Pupils
3.2.1 Mobility and Physical Fitness
3.2.2 Perception and Concentration
3.2.3 Intelligence
3.2.4 Communication
3.2.5 Emotion
3.3 Aims in Educating Physically Handicapped Children
CHAPTER 4 - CURRICULUM DESIGN
4.1 Curriculum Needs of Physically Handicapped Children
4.2 Some Principles to Consider when Devising the Curriculum Framework and Selecting the Curriculum Content
4.3 Structure of the Curriculum
4.4 Curriculum Content
4.4.1 Core Subjects
4.4.2 Elective Subjects
4.4.3 Learning Programmes
CHAPTER 5 - IMPLEMENTATION OF CURRICULUM
5.1 Teaching Strategies
5.1.1 Group Teaching
5.1.2 Individualized Learning Programme (IEP)
5.1.3 Learning through Practice
5.1.4 Time-tabling
5.2 Assessment and Review of the Curriculum
5.2.1 Purpose of Assessment
5.2.2 Function and Appropriate Time of Implementing Assessment
5.2.3 Method of Assessment
5.2.4 Learning Records
CHAPTER 6 - COOPERATION AMONG DISCIPLINES
6.1 Importance of Disciplinary Co-operation in the Education of Physically Handicapped Children
6.2 Professionals Working in Schools for Physically Handicapped Children
6.3 Cooperation among Different Professionals
6.3.1 Multi-disciplinary Approach--Fuctioning Separately
6.3.2 Inter-disciplinary Approach
6.3.3 Trans-disciplinary Approach
6.4 Cultivation of Team Spirit
6.4.1 Nurture a School Culture that can Integrate the Different Professions
6.4.2 Enhance Cooperation among Professions through Administrative Procedures
6.4.3 Well Coordinated Staff Development
6.5 Relations between the Professional Team and the Design and Implementation of Curriculum
6.6 Whole School Approach
CHAPTER 7 - CONDUCTIVE EDUCATION
7.1 General Introduction to Conductive Education
7.1.1 Development of Conductive Education
7.1.2 The Fundamental Principles of Conductive Education
7.1.3 Essentials in Conductive Education
7.1.4 Daily Routine
7.2 Conductive Education Implemented in Special Schools for the Physically Handicapped in Hong Kong
7.2.1 The Importance of Conductive Education to Physically Handicapped Children
7.2.2 Conductive Education Implemented under Special Education Provision in Hong Kong
CHAPTER 8 - GUIDE TO CURRICULUM FOR
HOSPITAL SCHOOLS
8.1 Student Admissions
8.2 School Programme
8.3 Services Provided
8.3.1 General Section
8.3.2 Psychiatric Section
8.3.3 Home-based Teaching Programme
8.4 Curriculum
8.4.1 Curriculum Applicable to the General Section, the Psychiatric Section and the Home-based Teaching Programme
8.4.2 Curriculum Applicable to the Psychiatric Section Only
CHAPTER 9 - CONCLUSION
APPENDIX
Some Points to be Considered When Teaching Physically Handicapped Children
Membership List of the Working Group on Guide to Curriculum for Physically Handicapped Children