高中生之生涯發展準備度、生涯自我效能與社會支持之相關研究—以澳門兩所私立學校為例

ABSTRACT

WITH THE RISE OF THE AWARENESS OF HUMAN RIGHTS, STUDENTS WITH SPECIAL EDUCATIONAL NEEDS (SEN) ARE RECEIVING MORE ATTENTION. AS MANY MAINSTREAM SCHOOLS ADOPT INCLUSIVE EDUCATION, SOCIETY IS FOCUSING ON TEACHERS' PROFESSIONAL AWARENESS AND ATTITUDES TOWARD INCLUSIVE EDUCATION. THIS STUDY EXAMINES THE PROFESSIONAL AWARENESS AND ATTITUDES OF POST-90S EARLY CHILDHOOD TEACHERS IN MACAU REGARDING INCLUSIVE EDUCATION, AIMING TO IMPROVE POLICIES AND TRAINING PROGRAMS. THE RESEARCH EMPLOYS BOTH QUALITATIVE AND QUANTITATIVE METHODS TO EXPLORE TEACHERS' VIEWS ON INCLUSIVE EDUCATION. THE QUALITATIVE RESEARCH CONSISTS OF SEMI- STRUCTURED INTERVIEWS TO UNDERSTAND TEACHERS' READINESS, ATTITUDES, AND THE CHALLENGES THEY FACE IN IMPLEMENTING INCLUSIVE EDUCATION. THE QUANTITATIVE ASPECT USES A QUESTIONNAIRE ADAPTED FROM THE ""SURVEY ON EQUAL LEARNING OPPORTUNITIES FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS UNDER THE HONG KONG INCLUSIVE EDUCATION SYSTEM,"" TAILORED FOR MACAU. BY COMBINING INTERVIEW FINDINGS AND DATA, THE STUDY ANALYZES AND SUMMARIZES THE RESULTS. THE RESULTS INDICATE THAT THE PROFESSIONAL AWARENESS OF INCLUSIVE EDUCATION AMONG POST-90S EARLY CHILDHOOD TEACHERS IN MACAU IS AT A RELATIVELY LOW TO MODERATE LEVEL, AND THEIR WILLINGNESS TO ENGAGE IN INCLUSIVE EDUCATION IS NOT HIGH. FACTORS INFLUENCING TEACHERS' WILLINGNESS TO IMPLEMENT INCLUSIVE EDUCATION INCLUDE A LACK OF PROFESSIONAL KNOWLEDGE (SUCH AS DEVELOPMENT HISTORY, RELEVANT REGULATIONS, AND GUIDANCE METHODS), INSUFFICIENT RESOURCES, AND UNCLEAR ATTITUDES FROM SCHOOLS TOWARD THE IMPLEMENTATION OF INCLUSIVE EDUCATION. 隨著人權意識的掘起，特殊教育需要學生(SEN 學生)的學習受到關注， 澳門的融合教育逐漸受到關注，許多主流學校開始實施融合教育。就著學校教 育的轉型，教師對融合教育的知識和開展的態度受到社會所關注。因此，是次 研究以質量結合的方式進行調查，為廣泛地、深入地暸解澳門 90 後新生代幼兒 教師在融合教育方面的專業認知和態度，從而對澳門融合教育政策和教師課程 提出建議，促進融合教育的發展。 質性研究以半結構性的深度訪談暸解教師對實施融合教育的預備度和態 度，並探討當中的影響因素和教師在教學中的困擾與需求。量化的研究則參考 了《香港融合教育制度下有特殊教育需要學生的平等學習機會調查》的教師問 卷，向澳門 90 後新生代幼兒教師對融合教育認知和態度作調查。研究透過結合 訪談資料與數據，對研究問題作分析、討論與歸納，並撰寫出研究結果。 研究結果指出澳門 90 後新生代幼兒教師的融合教育專業認知處中等偏低的 水平，同時對融合教育開展的意願不高。而影響教師融合教育開展意願的因素 包括教師缺乏融合教育專業知識(如:發展歷史、相關法規和輔導方式)、資 源不足和學校對融合教育開展的態度不明確。