繁體中文
工作實況：個別化計劃同團隊協作
特殊教育教師嘅核心工作係「個別化教育計劃」。佢哋要觀察學生嘅能力同限制，將學習目標拆成細步，設計適合嘅教材同評估，並定期檢視進度。課堂上，學生嘅專注、情緒同行為差異好大，教師要用結構化流程、視覺提示同清晰指令去支援。除咗教學，佢哋仲要同教育心理學家、言語治療師、職業治療師、物理治療師、社工同家長開會，協調支援策略。特殊學校往往設有護理同宿舍部，教師亦要同護士、宿舍人員配合，照顧學生嘅日常需要。
入行關卡：教師註冊同資歷
《教育條例》第42條規定，任何人士喺學校任教，必須為檢定教員或准用教員。持有教學資格嘅人，可申請成為檢定教員；只有學歷而未受師資培訓嘅人，須先受僱於學校，再由校監遞交申請，獲批後取得准用教員許可證，任教中、小學或專上課程者最低學歷為高級文憑或副學士學位或同等學歷。非本地學歷須經香港學術及職業資歷評審局評估。至於特殊教育本身，香港並無強制嘅特殊教育牌照，但特殊學校同支援崗位普遍要求具備特殊教育訓練或相關經驗。
專業進修同出路
在職教師可透過進修提升特殊教育嘅專業能力。例如教育大學嘅教育榮譽學士（特殊需要）課程，對象係喺特殊教育同融合環境服務嘅教師，未具初始師資培訓嘅學員完成後可申請成為檢定教員。學校層面上，特殊學校按《資助則例》同教育局通告設置教師編制，並設有特殊教育需要統籌主任等崗位。出路方面，可由學位教師做起，逐步晉升為高級學位教師、科主任或特殊教育需要統籌主任，再向副校長、校長發展；亦可專注某一類特殊需要，成為校內嘅專科支援人員。
English
The job: individualised plans and teamwork
The core of the work is the individualised education plan. Teachers observe a student's abilities and limitations, break learning goals into small steps, design suitable materials and assessment, and review progress regularly. In class, students differ widely in attention, emotion and behaviour, so teachers use structured routines, visual cues and clear instructions. Beyond teaching, they meet educational psychologists, speech therapists, occupational therapists, physiotherapists, social workers and parents to coordinate support strategies. Special schools often have nursing and boarding sections, so teachers also work with nurses and hostel staff to meet students' daily needs.
The gate: teacher registration and qualifications
Section 42 of the Education Ordinance provides that anyone teaching in a school must be a registered teacher or a permitted teacher. Holders of a teaching qualification may apply to be registered teachers; those with academic qualifications but no teacher training must first be employed by a school and have the supervisor submit an application, after which a permitted-teaching permit is issued, with a higher diploma or associate degree, or equivalent, as the minimum academic requirement for primary, secondary or post-secondary teaching. Non-local qualifications must be assessed by the Hong Kong Council for Accreditation of Academic and Vocational Qualifications. As for special education itself, Hong Kong has no compulsory special-education licence, but special schools and support posts generally require special-education training or relevant experience.
Further study and pathways
Serving teachers can strengthen their special-education expertise through further study. The Education University of Hong Kong's Bachelor of Education (Honours) (Special Needs), for example, targets teachers working in special and inclusive settings, and participants without initial teacher training can apply to become registered teachers on completion. At school level, special schools set their teaching establishment under the Code of Aid and Education Bureau circulars, including posts such as Special Educational Needs Coordinator. Career paths start from a graduate teacher and move up to senior graduate master, panel head or SEN coordinator, then towards vice-principal and principal, or a teacher may specialise in one type of special need and become a school-based support specialist.
