(a)協助草擬為智障學生而設的英國語文調適課程文件，並就草稿進行持續性的檢閱； (b)促進學校發展有效的學習、教授、評核策略以照顧學生的特殊需要及評估智障學生學習英語的績效及進展； (c)探訪有提供英國語文學習的智障兒童學校以收集數據，編寫訪校報告以作檢視現行校本課程設計、學與教策略及特殊學校採取的評估方法； (d)提供諮詢服務予智障兒童學校以助發展校本英國語文課程及探究有效的學與教策略以促進智障學生學習英語； (e)共同設計單元及備課、觀課以及觀課後的討論以提升教師的教授智障學生英語的效能； (f)舉辦教師專業發展課程以介紹英國語文調適課程並推動發展適切的校本英國語文課程策略以對應智障學生的特殊需要；以及 (g)執行被委派的其他職務。

(a) To assist in drafting the adapted English Language curriculum for students with Intellectual Disabilities (ID) and conduct ongoing review of the draft; (b) To facilitate schools in developing effective learning, teaching and assessment strategies to cater to students' special needs and evaluate the performance and progress of ID students in learning English; (c) To visit special schools for children with ID offering English learning to collect data and compile visit reports to review the existing school-based curriculum design, learning and teaching strategies and assessment practice adopted by special schools; (d) To provide advisory services for special schools for children with ID to develop school-based English language curriculum and explore effective learning and teaching strategies in facilitating students with ID to learn English language; (e) To conduct in collaborative module and lessons planning, lesson observation and post-lesson observation discussion for enhancement of teachers' competence in teaching English Language to students with ID; (f) To conduct professional development programmes to introduce the adapted English Language curriculum so as to promote strategies for developing appropriate school-based English Language curriculum to address the special needs of students with ID; and (g) To undertake any other duties assigned.