ABSTRACT

THIS STUDY EXPLORES THE ATTITUDES OF RESOURCE TEACHERS TOWARD IEPS, IDENTIFIES THE CHALLENGES AND FACILITATORS THAT INFLUENCE THEIR IMPLEMENTATION AND THE OVERALL EFFECTIVENESS OF INCLUSIVE EDUCATION PRACTICES IN MACAU. THE FINDINGS OF THE STUDY REVEALED RESOURCE TEACHERS PLAY A PIVOTAL ROLE IN ESTABLISHING AND IMPLEMENTING IEP FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS. NEVERTHELESS, IT IS DISCOVERED THAT THERE IS LITTLE SIGNIFICANCE OF IEP FOR CATERING THE NEEDS OF STUDENTS WITH SEN IN THE ACTUAL INCLUSIVE EDUCATIONAL ENVIRONMENT DESPITE THE FACT THAT MOST TEACHERS RECOGNIZE THE IMPORTANCE OF IEP. FINDINGS ALSO REVEALED THAT THE CURRENT IEP IS OFTEN SEEN AS A LIMITED REFERENCE TOOL, LACKING PRACTICAL APPLICATION IN THE CLASSROOM. THE ABSENCE OF PROGRESS MONITORING AND EFFECTIVE EVALUATION NEGATIVELY IMPACTS THE VALUE OF THE IEP.  TEACHERS'INSUFFICIENT SKILLS IN ASSESSING STUDENTS’ PROGRESS AND THE LIMITED CONTENT OF THE IEP FURTHER HINDER ITS EFFECTIVENESS IN SUPPORTING STUDENTS WITH SEN. THE STUDY HIGHLIGHTS THE NEED FOR IMPROVEMENTS IN PRACTICALITY, EVALUATION, AND CONTENT TO ENHANCE THE EFFECTIVENESS OF IEP ONCATERING THE NEEDS OF STUDENTS WITH SEN. MEANWHILE, THE FINDINGS REVEALED OBSTACLES INCLUDING TEACHERS' LACK OF PROFESSIONAL KNOWLEDGE, CUMBERSOME ADMINISTRATIVE PROCESSES, LIMITED HUMAN RESOURCES, LOW PARENT INVOLVEMENT, AND INCONSISTENT PROGRESS MONITORING. THESE CHALLENGES HINDER THE EFFECTIVENESS OF IEP IMPLEMENTATION. OPPOSITELY, THE ONLY KEY FACILITATOR, WHICH IS STUDENT PROGRESS, ALLOWS FOR REFLECTION AND ADJUSTMENTS IN TEACHING PRACTICES. IMPROVING TEACHER TRAINING, STREAMLINING ADMINISTRATIVE PROCEDURES, INCREASING RESOURCES, ENHANCING PARENT INVOLVEMENT, AND STANDARDISING PROGRESS MONITORING ARE CRUCIAL FOR OPTIMISING IEP IMPLEMENTATION AND SUPPORTING STUDENTS WITH SPECIAL EDUCATIONAL NEEDS.