{"id":425504,"date":"2026-08-21T00:39:13","date_gmt":"2026-08-20T16:39:13","guid":{"rendered":"https:\/\/library.usj.edu.mo\/?post_type=tnc_col_19631_item&#038;p=425504"},"modified":"2026-08-24T12:15:25","modified_gmt":"2026-08-24T04:15:25","slug":"%e6%be%b3%e9%96%80%e5%ae%b6%e9%95%b7%e6%95%99%e5%b8%ab%e6%9c%83%e7%9a%84%e5%ae%b6%e6%a0%a1%e5%90%88%e4%bd%9c%e7%8f%be%e7%8b%80%e7%a0%94%e7%a9%b6","status":"publish","type":"tnc_col_19631_item","link":"https:\/\/library.usj.edu.mo\/zh\/student-thesis-dissertation\/%e6%be%b3%e9%96%80%e5%ae%b6%e9%95%b7%e6%95%99%e5%b8%ab%e6%9c%83%e7%9a%84%e5%ae%b6%e6%a0%a1%e5%90%88%e4%bd%9c%e7%8f%be%e7%8b%80%e7%a0%94%e7%a9%b6\/","title":{"rendered":"\u6fb3\u9580\u5bb6\u9577\u6559\u5e2b\u6703\u7684\u5bb6\u6821\u5408\u4f5c\u73fe\u72c0\u7814\u7a76"},"content":{"rendered":"<p>THIS STUDY ADOPTS A QUALITATIVE RESEARCH APPROACH WITH THE AIM OF EXPLORING MACAO KINDERGARTEN TEACHERS\u2019 ATTITUDES TOWARDS INCLUSIVE EDUCATION, THEIR PRACTICAL EXPERIENCES AND STRATEGIES IN TEACHING, AND THE CHALLENGES AND DIFFICULTIES ENCOUNTERED IN THE PROCESS OF IMPLEMENTATION. THE PARTICIPANTS WERE EIGHT IN- SERVICE KINDERGARTEN TEACHERS IN MACAO. SEMI-STRUCTURED INTERVIEWS WERE CONDUCTED TO GAIN AN IN-DEPTH UNDERSTANDING OF THEIR EXPERIENCES AND PERSPECTIVES ON PRACTISING INCLUSIVE EDUCATION. THE FINDINGS REVEAL THAT: 1. 2. THE TEACHERS GENERALLY HELD POSITIVE ATTITUDES TOWARDS INCLUSIVE EDUCATION, RECOGNISED ITS CORE PRINCIPLES, AND WERE WILLING TO SUPPORT CHILDREN WITH ADDITIONAL NEEDS IN MAINSTREAM CLASSROOMS, VIEWING STUDENT PROGRESS AS A PROFESSIONAL ACHIEVEMENT. HOWEVER, THERE WERE VARIATIONS ACROSS SCHOOLS IN THE PROVISION OF TEACHING SUPPORT. THE TEACHERS BELIEVED THAT SUCCESSFUL INCLUSIVE EDUCATION RELIES ON COLLABORATION BETWEEN GOVERNMENT, SCHOOLS, AND PARENTS, AND RECOMMENDED STRENGTHENING ADVOCACY, REDUCING LABELLING, AND ENHANCING RESOURCES, MANPOWER, AND PROFESSIONAL TRAINING SUPPORT. IN TERMS OF CLASSROOM PRACTICE, THE TEACHERS VALUED INDIVIDUAL DIFFERENCES AMONG STUDENTS, EMPHASISED BUILDING TRUSTING RELATIONSHIPS AND PROMOTING PEER COOPERATION TO ENHANCE LEARNING AND SOCIAL SKILLS. NEVERTHELESS, THE BEHAVIOUR OF CHILDREN WITH ADDITIONAL NEEDS SOMETIMES DISRUPTED LESSONS. COUPLED WITH LIMITED MANPOWER AND TIME, TEACHERS OFTEN RESORTED TO REMEDIAL SUPPORT AFTER CLASS OR ON A ONE-TO-ONE BASIS. SUPPORT FROM RESOURCE TEACHERS AND SOCIAL WORKERS WAS CONSIDERED IMPORTANT, YET HOME\u2013SCHOOL COLLABORATION REMAINED INSUFFICIENT. 3. MULTIPLE CHALLENGES EMERGED IN THE IMPLEMENTATION OF INCLUSIVE EDUCATION, INCLUDING DIFFICULTIES IN BALANCING WHOLE-CLASS PROGRESS WITH INDIVIDUALISED TEACHING. SOME PARENTS REFUSED DIAGNOSTIC ASSESSMENTS DUE TO CONCERNS ABOUT LABELLING, WHICH HINDERED COMMUNICATION. IN ADDITION, THE LIMITED SUPPORT PROVIDED BY RESOURCE TEACHERS AND SOCIAL WORKERS LEFT TEACHERS GENERALLY FEELING UNDER PRESSURE AND FRUSTRATED. 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