圖書館

ABSTRACT

THIS STUDY ADOPTS A QUALITATIVE RESEARCH APPROACH WITH THE AIM OF EXPLORING MACAO KINDERGARTEN TEACHERS’ ATTITUDES TOWARDS INCLUSIVE EDUCATION, THEIR PRACTICAL EXPERIENCES AND STRATEGIES IN TEACHING, AND THE CHALLENGES AND DIFFICULTIES ENCOUNTERED IN THE PROCESS OF IMPLEMENTATION. THE PARTICIPANTS WERE EIGHT IN- SERVICE KINDERGARTEN TEACHERS IN MACAO. SEMI-STRUCTURED INTERVIEWS WERE CONDUCTED TO GAIN AN IN-DEPTH UNDERSTANDING OF THEIR EXPERIENCES AND PERSPECTIVES ON PRACTISING INCLUSIVE EDUCATION. THE FINDINGS REVEAL THAT: 1. 2. THE TEACHERS GENERALLY HELD POSITIVE ATTITUDES TOWARDS INCLUSIVE EDUCATION, RECOGNISED ITS CORE PRINCIPLES, AND WERE WILLING TO SUPPORT CHILDREN WITH ADDITIONAL NEEDS IN MAINSTREAM CLASSROOMS, VIEWING STUDENT PROGRESS AS A PROFESSIONAL ACHIEVEMENT. HOWEVER, THERE WERE VARIATIONS ACROSS SCHOOLS IN THE PROVISION OF TEACHING SUPPORT. THE TEACHERS BELIEVED THAT SUCCESSFUL INCLUSIVE EDUCATION RELIES ON COLLABORATION BETWEEN GOVERNMENT, SCHOOLS, AND PARENTS, AND RECOMMENDED STRENGTHENING ADVOCACY, REDUCING LABELLING, AND ENHANCING RESOURCES, MANPOWER, AND PROFESSIONAL TRAINING SUPPORT. IN TERMS OF CLASSROOM PRACTICE, THE TEACHERS VALUED INDIVIDUAL DIFFERENCES AMONG STUDENTS, EMPHASISED BUILDING TRUSTING RELATIONSHIPS AND PROMOTING PEER COOPERATION TO ENHANCE LEARNING AND SOCIAL SKILLS. NEVERTHELESS, THE BEHAVIOUR OF CHILDREN WITH ADDITIONAL NEEDS SOMETIMES DISRUPTED LESSONS. COUPLED WITH LIMITED MANPOWER AND TIME, TEACHERS OFTEN RESORTED TO REMEDIAL SUPPORT AFTER CLASS OR ON A ONE-TO-ONE BASIS. SUPPORT FROM RESOURCE TEACHERS AND SOCIAL WORKERS WAS CONSIDERED IMPORTANT, YET HOME–SCHOOL COLLABORATION REMAINED INSUFFICIENT. 3. MULTIPLE CHALLENGES EMERGED IN THE IMPLEMENTATION OF INCLUSIVE EDUCATION, INCLUDING DIFFICULTIES IN BALANCING WHOLE-CLASS PROGRESS WITH INDIVIDUALISED TEACHING. SOME PARENTS REFUSED DIAGNOSTIC ASSESSMENTS DUE TO CONCERNS ABOUT LABELLING, WHICH HINDERED COMMUNICATION. IN ADDITION, THE LIMITED SUPPORT PROVIDED BY RESOURCE TEACHERS AND SOCIAL WORKERS LEFT TEACHERS GENERALLY FEELING UNDER PRESSURE AND FRUSTRATED. BASED ON THESE FINDINGS, THE STUDY PROPOSES SEVERAL RECOMMENDATIONS FOR INCLUSIVE EDUCATION IN MACAO KINDERGARTENS, WITH THE HOPE OF PROVIDING A REFERENCE FOR FUTURE RESEARCH IN THE FIELD. 本研究採用質性研究方法，旨在探討澳門幼稚園教師對融合教育的態度、 在教學中的實踐經驗與策略，以及分析在推行融合教育過程中所面臨的挑戰與 困難。研究對象為八位在職澳門幼稚園教師，透過半結構式訪談，深入了解其 在實踐融合教育方面的經驗與觀點。 研究結果顯示： 1. 受訪教師普遍對融合教育持正面態度，認同其核心理念，並願意支援特殊需 要學生於普通班級中學習，視學生的進步為專業成就。然而，不同學校在提 供教學支援方面存在差異。教師認為成功的融合教育有賴政府、學校與家長 的共同合作，並建議加強理念宣導、減少標籤化現象，以及提升資源、人力 與專業培訓支持。 2. 在教學實踐方面，教師重視學生的個別差異，強調建立互信關係及促進同儕 合作，以提升學習與社交能力。然而，特殊需要學生的行為有時會干擾課 堂，加上人力與時間有限，教師多以課後或一對一形式補救。資源教師及社 工的支援被視為重要，但家校合作仍有待加強。 3. 教師在推行融合教育時面臨多重挑戰，包括難以兼顧全班進度與個別化教 學，部分家長因擔憂標籤而拒絕評估，導致溝通受阻。此外，資源教師與社 工的支援亦有限，令教師普遍感到壓力與挫折。 基於上述研究結果，本研究提出若干針對澳門幼稚園融合教育的建議，期望 為未來相關研究提供參考與借鑒。 關鍵詞： 澳門幼稚園教師、融合教育、教學策略、教學挑戰