{"id":425439,"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=425439"},"modified":"2026-08-24T12:15:41","modified_gmt":"2026-08-24T04:15:41","slug":"%e6%be%b3%e9%96%80%e6%99%ae%e9%80%9a%e5%ad%b8%e6%a0%a1%e6%95%99%e5%b8%ab%e7%89%b9%e6%95%99%e5%b0%88%e6%a5%ad%e7%9f%a5%e8%83%bd%e8%88%87%e8%9e%8d%e5%90%88%e6%95%99%e8%82%b2%e6%85%8b%e5%ba%a6%e4%b9%8b","status":"publish","type":"tnc_col_19631_item","link":"https:\/\/library.usj.edu.mo\/zh\/student-thesis-dissertation\/%e6%be%b3%e9%96%80%e6%99%ae%e9%80%9a%e5%ad%b8%e6%a0%a1%e6%95%99%e5%b8%ab%e7%89%b9%e6%95%99%e5%b0%88%e6%a5%ad%e7%9f%a5%e8%83%bd%e8%88%87%e8%9e%8d%e5%90%88%e6%95%99%e8%82%b2%e6%85%8b%e5%ba%a6%e4%b9%8b\/","title":{"rendered":"\u6fb3\u9580\u666e\u901a\u5b78\u6821\u6559\u5e2b\u7279\u6559\u5c08\u696d\u77e5\u80fd\u8207\u878d\u5408\u6559\u80b2\u614b\u5ea6\u4e4b\u95dc\u4fc2\u6df7\u5408\u7814\u7a76"},"content":{"rendered":"<p>THE ESSENCE OF EDUCATION, WHICH IS &#8216;TO FOSTER GOODNESS AND RECTIFY THE LOST,&#8217; PROFOUNDLY REVEALS THAT IT IS ABOUT PROMOTING STUDENTS&#8217; STRENGTHS AND COMPENSATING FOR THEIR SHORTCOMINGS. THE CORE CONCEPT OF INCLUSIVE EDUCATION FOLLOWS THIS VEIN, EMPHASIZING ACCEPTANCE AND INTEGRATION TO ENSURE THAT EVERY STUDENT CAN LEARN AND GROW IN THE SAME EDUCATIONAL ENVIRONMENT, AND PROVIDING THE MOST APPROPRIATE TEACHING BASED ON THE CHARACTERISTICS OF THE STUDENTS. HOWEVER, TEACHERS FACE MANY CHALLENGES IN IMPLEMENTING INCLUSIVE EDUCATION, INCLUDING A LACK OF PROFESSIONAL KNOWLEDGE, SCARCE RESOURCES, ETC. THIS STUDY CONDUCTED IN-DEPTH INTERVIEWS WITH FRONTLINE TEACHERS IN MACAU, COLLECTING VIEWS ON INCLUSIVE EDUCATION FROM TEACHERS WHO HAVE NEVER RECEIVED INCLUSIVE EDUCATION TRAINING AND THOSE WHO HAVE RECEIVED DIFFERENT TYPES OF TRAINING, ELUCIDATING THE DIFFICULTIES THEY ENCOUNTER IN TEACHING PRACTICE, AND THEIR VIEWS ON THE EXISTING TRAINING SYSTEM, IN ORDER TO FURTHER IMPROVE TEACHER TRAINING IN INCLUSIVE EDUCATION. THE RESULTS SHOW THAT MOST TEACHERS HAVE A POSITIVE ATTITUDE TOWARDS INCLUSIVE EDUCATION AND AGREE WITH ITS CONCEPT AND VALUE, BUT TEACHERS WHO HAVE NEVER RECEIVED AND THOSE WHO HAVE RECEIVED PROFESSIONAL INCLUSIVE EDUCATION TRAINING STILL FACE MANY DIFFICULTIES IN ACTUAL TEACHING. THEREFORE, TEACHERS HAVE EXPRESSED THE NEED FOR INCLUSIVE EDUCATION TRAINING TO BETTER COPE WITH THE CHALLENGES IN INCLUSIVE EDUCATION. BASED ON THE INTERVIEW RESULTS, TWO SPECIFIC SUGGESTIONS WERE MADE FOR THE CURRENT INCLUSIVE EDUCATION TRAINING: ONE IS TO INCREASE TARGETED SHORT-TERM TRAINING COURSES AND ESTABLISH A FEEDBACK MECHANISM; THE OTHER IS TO ENHANCE THE LOCALIZATION OF THE CURRICULUM TO MAKE THE TRAINING CONTENT MORE IN LINE WITH MACAU&#8217;S EDUCATIONAL ENVIRONMENT AND ACTUAL NEEDS. THIS STUDY AIMS TO PROPOSE SPECIFIC PLANS TO OPTIMIZE INCLUSIVE EDUCATION TRAINING BY ANALYZING TEACHERS&#8217; ACTUAL NEEDS AND SUGGESTIONS, IN THE HOPE OF ENHANCING TEACHERS&#8217; PROFESSIONAL COMPETENCE AND FURTHER PROMOTING THE DEVELOPMENT AND PRACTICE OF INCLUSIVE EDUCATION. 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