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ABSTRACT

THIS STUDY SAMPLED 194 TEACHERS FROM REGULAR SCHOOLS PARTICIPATING IN INCLUSIVE EDUCATION IN MACAO, ADOPTING THE QUESTIONNAIRE SURVEY METHOD. COMBINED WITH DESCRIPTIVE STATISTICS, INDEPENDENT SAMPLES T-TEST, ANALYSIS OF VARIANCE (ANOVA), AND HIERARCHICAL REGRESSION ANALYSIS, IT EXPLORED THE RELATIONSHIP BETWEEN THESE TEACHERS' PROFESSIONAL KNOWLEDGE AND SKILLS IN SPECIAL EDUCATION AND THEIR ATTITUDES TOWARDS INCLUSIVE EDUCATION, AS WELL AS THE INFLUENCING FACTORS. THE RESULTS SHOWED THAT: 1. THE OVERALL LEVEL OF PROFESSIONAL KNOWLEDGE AND SKILLS IN SPECIAL EDUCATION AMONG TEACHERS IN REGULAR SCHOOLS IN MACAO WAS ABOVE THE MEDIUM LEVEL, AND THEIR ATTITUDES TOWARDS INCLUSIVE EDUCATION WERE GENERALLY POSITIVE, BUT THERE WERE STRUCTURAL SHORTCOMINGS. 2. ONLY 9.8% OF THE TEACHERS HAD A PROFESSIONAL BACKGROUND IN SPECIAL EDUCATION, 34.5% HAD NOT PARTICIPATED IN FURTHER EDUCATION ON INCLUSIVE EDUCATION, AND 34% BELIEVED THAT THE PROFESSIONAL SUPPORT FOR SPECIAL EDUCATION WAS INSUFFICIENT. 3. TEACHERS' PROFESSIONAL KNOWLEDGE AND SKILLS IN SPECIAL EDUCATION HAD A SIGNIFICANT POSITIVE PREDICTIVE EFFECT ON THEIR ATTITUDES TOWARDS INCLUSIVE EDUCATION, AND THIS EFFECT WAS MODERATED BY THREE FACTORS: L IN TERMS OF PROFESSIONAL BACKGROUND, A GENERAL EDUCATION BACKGROUND WEAKENED THE POSITIVE IMPACT OF SPECIAL EDUCATION KNOWLEDGE AND SKILLS ON ATTITUDES. L IN TERMS OF FURTHER EDUCATION LEVEL, TEACHERS WHO HAD COMPLETED BASIC COURSES AND RESOURCE TEACHER COURSES SHOWED THE STRONGEST POSITIVE EFFECT OF THEIR KNOWLEDGE AND SKILLS ON THEIR ATTITUDES. L THE MORE STUDENTS WITH SPECIAL NEEDS IN AN INCLUSIVE CLASS, THE MORE POSITIVE THE ATTITUDES OF TEACHERS WITH HIGH-LEVEL PROFESSIONAL KNOWLEDGE AND SKILLS; HOWEVER, TEACHERS WITH LOW-LEVEL PROFESSIONAL KNOWLEDGE AND SKILLS TENDED TO HAVE MORE NEGATIVE ATTITUDES. BASED ON THE ABOVE FINDINGS, THE STUDY PUT FORWARD THE FOLLOWING SUGGESTIONS: OPTIMIZE THE PROGRESSIVE TEACHER TRAINING SYSTEM, IMPROVE THE SCHOOL-BASED SPECIAL EDUCATION SUPPORT MECHANISM, INCREASE PRACTICAL OPPORTUNITIES FOR TEACHERS, AND STRENGTHEN GOVERNMENT POLICY GUARANTEES AND RESOURCE SUPPLY, SO AS TO PROMOTE THE DEVELOPMENT OF INCLUSIVE EDUCATION IN MACAO. 本研究以澳門194名參與融合教育的普通學校教師爲樣本，采用問卷調查法，結合描述性統計、獨立樣本T檢驗、方差分析及層級迴歸分析，探究其特教專業知能與融合教育態度的關係及影響因素。 結果顯示，澳門普通學校教師特教專業知能整體中等偏上，融合教育態度總體積極，但存在結構性短板：僅9.8%教師有特教專業背景，34.5%未參與融合教育進修，34%認為特教專業支持不足。特教專業知能對融合教育態度有顯著正向預測作用，且受三因素調節：專業背景上，普通教育背景削弱特殊教育知能對態度的正向影響；進修程度上，修完基礎與資源教師課程者，知能對態度積極作用最强；班級融合生人數越多，高知能教師態度更積極，低知能教師態度易負面。 基於此，研究建議優化遞進式教師培訓體系、完善學校特教支持機制、增加教師實踐機會，幷强化政府政策保障與資源供給，以推動澳門融合教育發展。