{"id":425445,"date":"2026-08-21T00:39:06","date_gmt":"2026-08-20T16:39:06","guid":{"rendered":"https:\/\/library.usj.edu.mo\/?post_type=tnc_col_19631_item&#038;p=425445"},"modified":"2026-08-24T12:15:40","modified_gmt":"2026-08-24T04:15:40","slug":"teachers-perceptions-on-digital-technology-in-relation-to-the-impact-of-the-covid-19-pandemic-situation-in-macau-education","status":"publish","type":"tnc_col_19631_item","link":"https:\/\/library.usj.edu.mo\/zh\/student-thesis-dissertation\/teachers-perceptions-on-digital-technology-in-relation-to-the-impact-of-the-covid-19-pandemic-situation-in-macau-education\/","title":{"rendered":"TEACHER\u2019S PERCEPTIONS ON DIGITAL TECHNOLOGY IN RELATION TO THE IMPACT OF THE COVID-19 PANDEMIC SITUATION IN MACAU EDUCATION"},"content":{"rendered":"<p>OBJECTIVES: APPROPRIATE SUPPORT SERVICES HAVE AN IMPORTANT IMPACT ON INCLUSIVE STUDENTS. IF THERE IS SUFFICIENT AND APPROPRIATE SUPPORT IN SCHOOL, IT WILL HELP IMPROVE THE LEARNING, SOCIAL INTERACTION AND SOCIAL ADAPTATION OF INCLUSIVE STUDENTS. THE MACAU SAR GOVERNMENT HAS PROPOSED TO PROMOTE SCHOOL-BASED THERAPY SERVICES IN THE FUTURE. THIS POLICY WILL HELP IMPROVE THE APPROPRIATENESS OF SCHOOL SUPPORT FOR INCLUSIVE STUDENTS. LANGUAGE IS THE BASIS OF LEARNING, SO THE IMPLEMENTATION OF SCHOOL-BASED SPEECH LANGUAGE THERAPY SERVICES WILL INEVITABLY HELP SUPPORT THE LEARNING NEEDS OF INCLUSIVE STUDENTS WITH LANGUAGE DISORDERS IN SCHOOL. HOWEVER, A DEEPER UNDERSTANDING OF THE CURRENT SITUATION IS NEEDED IN ORDER TO FORMULATE AN APPROPRIATE IMPLEMENTATION PLAN. THIS STUDY AIMS TO UNDERSTAND THE CURRENT FRONT-LINE PRIMARY SCHOOL TEACHERS&#8217; UNDERSTANDING OF THE WORK OF SPEECH LANGUAGE THERAPISTS, CHARACTERISTICS OF RELATED IMPAIRMENTS, DIFFICULTIES IN IMPLEMENTATION, SUGGESTIONS FOR SCHOOL-BASED SPEECH LANGUAGE THERAPY, SO AS TO SERVE AS REFERENCE INFORMATION FOR FUTURE IMPLEMENTATION PLANS. METHOD: THIS STUDY CONDUCTED SEMI-STRUCTURED INTERVIEWS WITH 8 CURRENT PRIMARY SCHOOL TEACHERS FROM INCLUSIVE SCHOOLS WITH DIFFERENT BACKGROUNDS. THE INTERVIEWS WERE RECORDED IN THE FORM OF AUDIO RECORDINGS, TRANSCRIBED VERBATIM, AND THEN CODED AND ORGANIZED ACCORDING TO THE RESEARCH QUESTIONS. COMBINED WITH THE SUPPORT OF LITERATURE REVIEW, IMPLEMENTATION SUGGESTIONS WERE GIVEN FOR THE SCHOOL-BASED SPEECH LANGUAGE THERAPY. CONCLUSION AND LIMITATIONS: THE RESULTS SHOW THAT TEACHERS WHO STUDIED SPECIAL EDUCATION AND EDUCATIONAL PSYCHOLOGY HAVE A HIGHER UNDERSTANDING OF THE SCOPE OF SPEECH LANGUAGE THERAPY THAN TEACHERS WHO STUDIED GENERAL EDUCATION. MOST TEACHERS BELIEVE THAT THE WORK SCOPE OF SPEECH LANGUAGE THERAPISTS IS MAINLY IN ORAL EXPRESSION, COMMUNICATION SKILLS, AND ARTICULATION CORRECTION. THE INTERVIEWEES ALL POINTED OUT THAT THERE IS CURRENTLY NO COMMUNICATION CHANNEL AND DIRECT CONTACT POINT BETWEEN TEACHERS AND SPEECH THERAPISTS. THE CURRENT DIFFICULTIES RELATED TO SPEECH LANGUAGE THERAPY INCLUDE MULTIPLE ASPECTS: TEACHERS, PARENTS AND POLICIES, SUCH AS TEACHERS&#8217; LACK OF UNDERSTANDING OF RELATED IMPAIRMENTS, LOW SOCIAL ACCEPTANCE, AND LACK OF TRANSPARENCY OF SCHOOL INFORMATION. THE STUDY ALSO SUMMARIZED GOVERNMENT POLICIES, SCHOOL RESOURCES, ENVIRONMENT AND OTHER FACTORS THAT AFFECT THE EFFECTIVENESS OF SPEECH LANGUAGE THERAPY, INCLUDING EVALUATION PROCESS AND WAITING TIME FOR THE EVALUATION, SCHOOL SUPPORT FOR GOVERNMENT POLICIES, PARENTS AND TEACHERS&#8217; UNDERSTANDING AND ACCEPTANCE OF SPEECH LANGUAGE THERAPY, ETC. THE INTERVIEWEES ALL AGREED THAT THERE IS A NEED TO PROVIDE SCHOOL-BASED SPEECH LANGUAGE THERAPY SERVICES TO SOLVE THE CURRENT DIFFICULTIES IN IMPLEMENTATION, AND ALSO PROVIDED A NUMBER OF IMPLEMENTATION SUGGESTIONS AS A REFERENCE FOR THE MACAU SAR GOVERNMENT IN IMPLEMENTING RELEVANT POLICIES. HOWEVER, THE NUMBER OF RESPONDENTS WAS SMALL, AND IT IS SUGGESTED THAT A LARGER-SCALE STUDY SHOULD BE CONDUCTED. IN ADDITION TO CONSIDERING THE NUMBER OF SAMPLES, DIFFERENT STAKEHOLDERS SHOULD ALSO BE INCLUDED AS RESPONDENTS TO FORMULATE A WELL-BALANCED IMPLEMENTATION GUIDELINE FOR PROMOTING SCHOOL-BASED TREATMENT SERVICES FROM A MORE NEUTRAL PERSPECTIVE, SO AS TO IMPROVE THE TEACHING QUALITY OF STUDENTS WITH SPECIAL LEARNING NEEDS. 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