{"id":425435,"date":"2026-08-21T00:39:05","date_gmt":"2026-08-20T16:39:05","guid":{"rendered":"https:\/\/library.usj.edu.mo\/?post_type=tnc_col_19631_item&#038;p=425435"},"modified":"2026-08-24T12:15:42","modified_gmt":"2026-08-24T04:15:42","slug":"%e6%be%b3%e9%96%80%e8%9e%8d%e5%90%88%e5%ad%b8%e6%a0%a1%e5%b0%8f%e5%ad%b8%e6%95%99%e5%b8%ab%e5%b0%8d%e8%aa%9e%e8%a8%80%e6%b2%bb%e7%99%82%e4%ba%86%e8%a7%a3-%e5%8f%8a%e5%b0%8d%e6%a0%a1%e6%9c%ac%e8%aa%9e","status":"publish","type":"tnc_col_19631_item","link":"https:\/\/library.usj.edu.mo\/zh\/student-thesis-dissertation\/%e6%be%b3%e9%96%80%e8%9e%8d%e5%90%88%e5%ad%b8%e6%a0%a1%e5%b0%8f%e5%ad%b8%e6%95%99%e5%b8%ab%e5%b0%8d%e8%aa%9e%e8%a8%80%e6%b2%bb%e7%99%82%e4%ba%86%e8%a7%a3-%e5%8f%8a%e5%b0%8d%e6%a0%a1%e6%9c%ac%e8%aa%9e\/","title":{"rendered":"\u6fb3\u9580\u878d\u5408\u5b78\u6821\u5c0f\u5b78\u6559\u5e2b\u5c0d\u8a9e\u8a00\u6cbb\u7642\u4e86\u89e3 \u53ca\u5c0d\u6821\u672c\u8a9e\u8a00\u6cbb\u7642\u7684\u770b\u6cd5"},"content":{"rendered":"<p>THIS STUDY FOCUSES ON THE FIELD OF INCLUSIVE EDUCATION USING QUALITATIVE METHODS,\u00a0 CONDUCTING SEMI-STRUCTURED INTERVIEWS WITH EIGHT SECONDARY SCHOOL TEACHERS IN A\u00a0 SCHOOL IN MACAU THAT IS NOT PARTICIPATING IN INCLUSIVE EDUCATION PROGRAMS. EMPLOYING\u00a0 ECOLOGICAL SYSTEMS THEORY, IT EXPLORES THEIR UNDERSTANDING, PERCEPTIONS, WILLINGNESS\u00a0 TOWARD INCLUSIVE EDUCATION, THE CHALLENGES THEY FACE, AND THEIR SUGGESTIONS.\u00a0 THE FINDINGS REVEAL THAT INTERACTIONS AMONG VARIOUS SYSTEMIC LEVELS SHAPE\u00a0 TEACHERS&#8217; ATTITUDES. AT THE MACROSYSTEM, LIMITED SOCIETAL UNDERSTANDING AND PREVALENT\u00a0 PUBLIC PREJUDICES AGAINST STUDENTS WITH SPECIAL NEEDS INFLUENCE TEACHERS&#8217; PERCEPTIONS\u00a0 AND ACCEPTANCE. THE EXOSYSTEM HIGHLIGHTS A LACK OF PROFESSIONAL TRAINING AND POLICY\u00a0 SUPPORT, UNDERMINING TEACHERS&#8217; CAPABILITIES AND CONFIDENCE. COMMUNICATION BARRIERS\u00a0 BETWEEN TEACHERS, PARENTS, AND COLLEAGUES WITHIN THE MESOSYSTEM HINDER THE EXCHANGE\u00a0 OF INFORMATION ABOUT STUDENTS WITH SPECIAL NEEDS. AT THE MICROSYSTEM, TEACHERS&#8217;\u00a0 PERSONAL PERCEPTIONS AND EXPERIENCES MOLD THEIR ATTITUDES, WHERE STEREOTYPES AND\u00a0 NEGATIVE EXPERIENCES IMPACT THEIR APPROACH AND, CONSEQUENTLY, STUDENT LEARNING. 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