{"id":425470,"date":"2026-08-21T00:39:09","date_gmt":"2026-08-20T16:39:09","guid":{"rendered":"https:\/\/library.usj.edu.mo\/?post_type=tnc_col_19631_item&#038;p=425470"},"modified":"2026-08-24T12:15:35","modified_gmt":"2026-08-24T04:15:35","slug":"%e8%87%aa%e6%88%91%e8%aa%bf%e6%95%b4%e7%ad%96%e7%95%a5%e7%99%bc%e5%b1%95srsd%e5%b0%8d%e6%94%b9%e5%96%84%e4%ba%94%e5%b9%b4%e7%b4%9a%e5%af%ab%e4%bd%9c%e5%9b%b0%e9%9b%a3%e5%ad%b8%e7%94%9f-%e7%9a%84","status":"publish","type":"tnc_col_19631_item","link":"https:\/\/library.usj.edu.mo\/zh\/student-thesis-dissertation\/%e8%87%aa%e6%88%91%e8%aa%bf%e6%95%b4%e7%ad%96%e7%95%a5%e7%99%bc%e5%b1%95srsd%e5%b0%8d%e6%94%b9%e5%96%84%e4%ba%94%e5%b9%b4%e7%b4%9a%e5%af%ab%e4%bd%9c%e5%9b%b0%e9%9b%a3%e5%ad%b8%e7%94%9f-%e7%9a%84\/","title":{"rendered":"\u81ea\u6211\u8abf\u6574\u7b56\u7565\u767c\u5c55(SRSD)\u5c0d\u6539\u5584\u4e94\u5e74\u7d1a\u5beb\u4f5c\u56f0\u96e3\u5b78\u751f \u7684\u5beb\u4f5c\u8868\u73fe\u4e4b\u7814\u7a76"},"content":{"rendered":"<p>INCLUSIVE EDUCATION IS A VITAL ASPECT OF THE EDUCATION SYSTEM IN MACAU, PARTICULARLY DURING THE PRESCHOOL STAGE, WHICH IS CRUCIAL FOR EARLY INTERVENTION. TEACHERS PLAY A PIVOTAL ROLE IN FACILITATING EFFECTIVE INCLUSIVE EDUCATION. THIS STUDY AIMS TO INVESTIGATE EARLY CHILDHOOD EDUCATORS&#8217; ATTITUDES AND UNDERSTANDING OF INCLUSIVE EDUCATION, WITH THE GOAL OF CONTRIBUTING TO ITS IMPLEMENTATION IN MACAU. BY USING QUALITATIVE METHODS, THE RESEARCH INVOLVED SEMI-STRUCTURED INTERVIEWS WITH EIGHT EARLY CHILDHOOD EDUCATORS. THE FINDINGS REVEALED THAT: 1. THE MAJORITY OF PARTICIPANTS EXPRESSED SUPPORT FOR INCLUSIVE EDUCATION, WHILE ONE PARTICIPANT REMAINED NEUTRAL DUE TO CONCERNS ABOUT INSUFFICIENT PROFESSIONAL KNOWLEDGE AND RESOURCES. 2. ONLY 3 OUT OF 57 NURSERIES OFFER INCLUSIVE SERVICES, AND A LACK OF RESOURCES HAMPERS THEIR EFFECTIVENESS. ADDITIONALLY, LOW PARENTAL PARTICIPATION NEGATIVELY IMPACTS EARLY INTERVENTION OUTCOMES. 3. KEY CHALLENGES IDENTIFIED INCLUDE THE LIMITED PROFESSIONAL KNOWLEDGE OF NOVICE TEACHERS, DIFFICULTIES IN BALANCING INDIVIDUALIZED TRAINING WITH STANDARD CURRICULA, AND LOW PUBLIC AWARENESS OF INCLUSIVE EDUCATION. 4. EDUCATORS RECOMMENDED THAT THE GOVERNMENT ENHANCE EARLY INTERVENTION MECHANISMS, PROVIDE IMPROVED TRAINING, LOWER STUDENT-TEACHER RATIOS, AND RAISE PUBLIC AWARENESS. THESE SUGGESTIONS COULD AID SCHOOLS, EDUCATORS, AND POLICYMAKERS IN ADVANCING THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN MACAU. 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