CONCLUSION

9.1
CDC Special Education Co-ordinating Committee, in 1995, organized a Working Group to develop the Guide to Curriculum for Physically Handicapped Children with the purpose of proposing a curriculum framework and implementation strategies that suit the need of the schools. It is hoped that teachers can then be helped to gain a better understanding of the more and more complicated handicapping conditions of their pupils so that compatible curriculum can be designed to provide them with whole person education and prepare them to integrate into the more and more demanding society.

9.2
This Guide begins with the background of the development of education for the physically handicapped in Hong Kong with special reference to curriculum development. It is followed by the definition of physically handicapped children and concerns in their education and special needs arisen from their handicaps. Then it proposes the two fundamental principles in designing curriculum for the physically handicapped : taking care of their special needs but at the same helping them integrate in mainstream education and normal living environment. Based on these principles, this Guide proposes a curriculum framework and implementation strategies for reference. Two important features of the schools for the physically handicapped, trans-disciplinary team approach and Conductive Education, are also covered in two chapters. The last chapter deals with the curriculum for Hospital Schools.

9.3
This Guide is to provide references for professionals such as teachers, social workers, occupational therapists, physiotherapist, nurses, educational psychologists when they design and implement the curriculum. The curriculum content discussed has a wide coverage so that the whole-person education of the children can be dealt with. However, this Guide gives only general descriptions of suggested curriculum organisation and strategies of implementation. Further details may be elaborated through teachers’ handbooks, catalogues of reference material, seminars and workshops to be arranged in the future.

9.4
When designing the curriculum, individual schools need to consider their unique conditions, children’s age and characteristics, and current social changes. It is the intention of this Guide to propose a clear structure to assist teachers and other professionals in their development of school-based curriculum.

9.5
The ultimate aim of the education for physically handicapped children is to help them integrate in mainstream education and adjust well in society. Thus, professionals concerned must be very familiar with the curriculum based on which the curriculum for physically handicapped children may be appropriately devised.

9.6
Curriculum development is a continuous process which has to match the changing needs of society. Hence, this Guide needs to be reviewed and revised regularly.

9.7 When formulating this Guide, the Working Group upholds the principle that special education is an integral part of education. At the same time, the Working Group has also taken into consideration the Government policy that rehabilitation services include special education as indicated in the Hong Kong Review of Rehabilitation Programme Plan (1994/95-1998/99) by the Rehabilitation Division, Health and Welfare Branch, Government Secretariat, June 1996.

9.1	CDC Special Education Co-ordinating Committee, in 1995, organized a Working Group to develop the Guide to Curriculum for Physically Handicapped Children with the purpose of proposing a curriculum framework and implementation strategies that suit the need of the schools. It is hoped that teachers can then be helped to gain a better understanding of the more and more complicated handicapping conditions of their pupils so that compatible curriculum can be designed to provide them with whole person education and prepare them to integrate into the more and more demanding society.
9.2	This Guide begins with the background of the development of education for the physically handicapped in Hong Kong with special reference to curriculum development. It is followed by the definition of physically handicapped children and concerns in their education and special needs arisen from their handicaps. Then it proposes the two fundamental principles in designing curriculum for the physically handicapped : taking care of their special needs but at the same helping them integrate in mainstream education and normal living environment. Based on these principles, this Guide proposes a curriculum framework and implementation strategies for reference. Two important features of the schools for the physically handicapped, trans-disciplinary team approach and Conductive Education, are also covered in two chapters. The last chapter deals with the curriculum for Hospital Schools.
9.3	This Guide is to provide references for professionals such as teachers, social workers, occupational therapists, physiotherapist, nurses, educational psychologists when they design and implement the curriculum. The curriculum content discussed has a wide coverage so that the whole-person education of the children can be dealt with. However, this Guide gives only general descriptions of suggested curriculum organisation and strategies of implementation. Further details may be elaborated through teachers’ handbooks, catalogues of reference material, seminars and workshops to be arranged in the future.
9.4	When designing the curriculum, individual schools need to consider their unique conditions, children’s age and characteristics, and current social changes. It is the intention of this Guide to propose a clear structure to assist teachers and other professionals in their development of school-based curriculum.
9.5	The ultimate aim of the education for physically handicapped children is to help them integrate in mainstream education and adjust well in society. Thus, professionals concerned must be very familiar with the curriculum based on which the curriculum for physically handicapped children may be appropriately devised.
9.6	Curriculum development is a continuous process which has to match the changing needs of society. Hence, this Guide needs to be reviewed and revised regularly.
9.7	When formulating this Guide, the Working Group upholds the principle that special education is an integral part of education. At the same time, the Working Group has also taken into consideration the Government policy that rehabilitation services include special education as indicated in the Hong Kong Review of Rehabilitation Programme Plan (1994/95-1998/99) by the Rehabilitation Division, Health and Welfare Branch, Government Secretariat, June 1996.