甚麼是興趣為本學習？

What is Interest-Based Learning?

興趣為本學習以孩子的興趣為基礎，來決定教學的內容及所需的時間。這意味著老師會時刻留意著孩子對哪些事物感興趣，從而作出教學上的調整。因此教育會較為個人化，讓孩子更易吸收。根據孩子的喜好計劃活動顯然會為他們的學習和推廣可持續的教育模式帶來很多好處。

Interest-based learning uses a child’s interests as the basis to decide what you are going to teach and for how long. This means teachers will always be reacting to what the students find interesting and hence the child’s education will be much more tailored and absorbing for them. Planning activities based on children’s preferences clearly offers many benefits for learning and promoting a sustainable educational model.

興趣為本學習的好處

Benefits of Interest-Based Learnings

1.  孩子們不會厭倦他們感到興趣的主題/事物，因此他們能夠吸收更多的資訊。
      Children will be less bored with topics they are of interest, hence they could retain more information.

2.  孩子們在團隊合作的活動上，會有更大的動機參與。
     Children will be more motivated to participate in groupwork activities.

3.  以興趣為基礎的學習，將讓孩子終生熱愛學習。
      Interst-based learning will lead a lifelong love for learning amongst children.

內容 Content

興趣為本學習計劃專為特殊學習障礙(讀寫障礙)的學生而設，小組會以三大範疇來評估學生的能力，包括整體機能協調、閱讀能力及學習態度。 小組主要圍繞不同主題如「開心動物園」、「怪獸公司」 ，此概念模式推動組員提升學習的興趣或動機。小組內容脈絡連接相關學習範疇和學習成果，讓組員透過成為小組職員，並擔任相關不同職位的工作，增加他們對小組的歸屬感、投入感及成就感。

The interest-based learning plan is designed for students with special learning disabilities (or dyslexia). The group will evaluate students' abilities based on three areas, including overall coordination, reading ability and learning attitude. The group has different themes such as "Happy Zoo" and "Monster Company". This concept model can facilitate group members to increase their interest or motivation in learning. The group content, which corresponds to specific learning area and results, also allows group members to become group staff and work in different positions to increase their sense of belonging, commitment and accomplishment to the group.

適合對象   Targets

6至12歲患有特殊學習障礙兒童
Children aged 6 to 12 with special education needs

本機構能為有需要學校或非牟利機構的學童提供到校 / 中心服務，並可以提供培訓予老師 / 社工。
We provide onsite / offsite services to students and trainings to teachers and social workers of
schools and non-profit orgranisations.

興趣為本學習以孩子的興趣為基礎，來決定教學的內容及所需的時間。這意味著老師會時刻留意著孩子對哪些事物感興趣，從而作出教學上的調整。因此教育會較為個人化，讓孩子更易吸收。根據孩子的喜好計劃活動顯然會為他們的學習和推廣可持續的教育模式帶來很多好處。

Interest-based learning uses a child’s interests as the basis to decide what you are going to teach and for how long. This means teachers will always be reacting to what the students find interesting and hence the child’s education will be much more tailored and absorbing for them. Planning activities based on children’s preferences clearly offers many benefits for learning and promoting a sustainable educational model.

自我調節技能主要分為三個領域

We divide self-regulation skills into 3 main area

Physical身體	Emotional情感	Cognitive認知
身體的自我調節技能包括識別警告信號和學習如何使身體平靜下來	情感技能致力於識別和表達情感。我們將努力灌輸一種賦予自己情感的能力和責任感。	認知領域涉及健康與不健康的思想，組織/計劃以及行為動機。
The physical self-regulation skills include identifying warning signs and learning how to calm the body down.	The emotional skills address the identification and expression of feelings. We also work to instill a sense of empowerment and responsibility for one's own emotions.	The cognitive domain involves healthy vs. unhealthy thoughts, organization/planning and motives for behaviors.

適合對象  Targets

4至12歲兒童
Children aged 4 to 12 with special education needs

本機構能為有需要學校或非牟利機構的學童提供到校 / 中心服務，並可以提供培訓予老師 / 社工。
We provide onsite / offsite services to students and trainings to teachers and social workers of schools and non-profit orgranisations.

甚麼是樂高®積木為本治療？

What is LEGO® - Based Therapy?

樂高®積木為本治療是由美國一位教授 Dr. Daniel B. LeGoff 研發，協助自閉症及有社交障礙的小孩，學習日常生活的社交技巧。這個遊戲一共有四個角色，包括工程師、供應商、建築師和小幫手。小孩透過扮演不同的角色，學習與別人相處的合適禮儀，例如如何發問、耐心等候、專注集中、描述及分工合作等。這套方法也適合未有社交能力的小孩，為他們作出個別的訓練。導師只會從旁觀察小孩的情況，提出問題，然後讓他們一起思考解決問題的方法。

Lego-Based Therapy is developed by Dr. Daniel B. LeGoff, a professor in the United States. It aims at helping children with autism spectrum disorder and social learning difficulties to learn social skills in daily lives. There are four roles in the activities, including engineer, supplier, builder and helper. Children learn how to interact with others properly by role-playing, such as how to ask, patiently wait, pay attention and teamwork. This model may not fully fit the needs of children without social skills, but we can provide individual training to them. Trainers will observe the children’s behavior, ask them questions and invite them to together think about the solutions.

目的  Aim

培養小孩高度專注的能力，提升小孩的參與度和成功感，小孩渴望跟其他小孩互動，形成 自然的社交生態，從中學習合適的社交禮儀。

To cultivate children's ability of being highly attentive, enhance their level of participation and sense of achievement. Children are eager to interact with others, form a natural social ecology, and learn appropriate social etiquette.

適合對象   Targets

1. 自閉症及有社交障礙的小孩（5至18歲）
    Children aged 5 to 18 with autism spectrum disorder and social learning difficulties
2. 父母：可協助自閉症小孩與家人特別是其他兄弟姐妹溝通
    Parents who would like to help the children communicate with their family members
3. 老師及社工：可協助自閉症小孩與同學溝通
    Children aged 5 to 18 with autism spectrum disorder and social learning difficulties

本機構能為有需要學校或非牟利機構為學童提供到校 / 中心服務，並可以提供培訓予老師 / 社工，負責導師均Certicated facilitator from Bricks for Autism (C.I.C) 資格。

We provide onsite / offsite services to students and trainings to teachers and social workers of schools and non-profit orgranisations. The trainer has the qualification of Certified Facilitator from Bricks for Autism (C.I.C).