{"id":425512,"date":"2026-08-21T00:39:14","date_gmt":"2026-08-20T16:39:14","guid":{"rendered":"https:\/\/library.usj.edu.mo\/?post_type=tnc_col_19631_item&#038;p=425512"},"modified":"2026-08-24T12:15:23","modified_gmt":"2026-08-24T04:15:23","slug":"%e7%94%9f%e6%88%90%e5%bc%8f%e4%ba%ba%e5%b7%a5%e6%99%ba%e8%83%bd%e5%b0%8d%e6%be%b3%e9%96%80%e9%ab%98%e4%b8%ad%e8%b3%87%e8%a8%8a%e7%a7%91%e6%8a%80%e5%ad%b8%e7%bf%92%e5%8b%95%e6%a9%9f%e8%88%87%e5%ad%b8","status":"publish","type":"tnc_col_19631_item","link":"https:\/\/library.usj.edu.mo\/zh\/student-thesis-dissertation\/%e7%94%9f%e6%88%90%e5%bc%8f%e4%ba%ba%e5%b7%a5%e6%99%ba%e8%83%bd%e5%b0%8d%e6%be%b3%e9%96%80%e9%ab%98%e4%b8%ad%e8%b3%87%e8%a8%8a%e7%a7%91%e6%8a%80%e5%ad%b8%e7%bf%92%e5%8b%95%e6%a9%9f%e8%88%87%e5%ad%b8\/","title":{"rendered":"\u751f\u6210\u5f0f\u4eba\u5de5\u667a\u80fd\u5c0d\u6fb3\u9580\u9ad8\u4e2d\u8cc7\u8a0a\u79d1\u6280\u5b78\u7fd2\u52d5\u6a5f\u8207\u5b78\u7fd2\u6210\u6548\u4e4b\u5f71\u97ff\u7814\u7a76"},"content":{"rendered":"<p>THIS STUDY EMPLOYED QUALITATIVE RESEARCH METHODS TO EXPLORE THE PRACTICAL EXPERIENCES AND CHALLENGES OF PRIMARY SCHOOL TEACHERS IMPLEMENTING INCLUSIVE EDUCATION IN MACAO. THROUGH IN-DEPTH INTERVIEWS WITH FOUR PRIMARY SCHOOL TEACHERS WITH VARYING YEARS OF TEACHING EXPERIENCE, SUPPLEMENTED BY SIX CLASSROOM OBSERVATION RECORDS, THE STUDY ANALYZED TEACHERS&#8217; PRACTICES IN CURRICULUM AND INSTRUCTION, CLASSROOM MANAGEMENT, PARENT-TEACHER INTERACTION, AND PROFESSIONAL TEAM COLLABORATION. KEY FINDINGS REVEALED: (1) TEACHERS GENERALLY RECOGNIZED THE VALUE OF INCLUSIVE EDUCATION AND DEMONSTRATED HIGH PROFESSIONAL AUTONOMY IN CURRICULUM DESIGN, EMPLOYING INNOVATIVE STRATEGIES SUCH AS FLIPPED CLASSROOMS AND TIERED INSTRUCTION TO ADDRESS DIVERSE STUDENT NEEDS, WHILE FACING CONSTRAINTS OF INSUFFICIENT RESOURCES AND DIFFICULTIES IN BALANCING DIFFERENT STUDENTS&#8217; NEEDS; (2) IN TEACHING PRACTICES, TEACHERS WIDELY UTILIZED MULTISENSORY TEACHING AND DIFFERENTIATED INSTRUCTION STRATEGIES, WITH CLASSROOM OBSERVATIONS SHOWING EFFECTIVE INTEGRATION OF VARIOUS TEACHING METHODS, THOUGH REPETITIVE INSTRUCTION CREATED TIME PRESSURES; (3) CLASSROOM MANAGEMENT FOSTERED AN INCLUSIVE ATMOSPHERE THROUGH ENVIRONMENTAL PLANNING, VISUAL SUPPORTS, AND PARTICIPATORY MANAGEMENT, WITH OBSERVATIONS INDICATING POSITIVE INCLUSIVE CLASSROOM CLIMATES; (4) PARENT-TEACHER INTERACTIONS FACED CHALLENGES FROM DIVERSE PARENTAL ATTITUDES RANGING FROM ACTIVE SUPPORT TO SKEPTICISM AND RESISTANCE, REQUIRING TEACHERS TO EMPLOY DIFFERENT COMMUNICATION STRATEGIES TO BUILD TRUST; (5) PROFESSIONAL TEAM COLLABORATION EXHIBITED ISSUES OF FORMALIZATION AND UNCLEAR ROLE DEFINITIONS, AFFECTING SUPPORT EFFECTIVENESS. THE STUDY REVEALED SIGNIFICANT TENSIONS BETWEEN INCLUSIVE EDUCATION IDEALS AND PRACTICE, WITH A SEVERE IMBALANCE BETWEEN INDIVIDUAL TEACHER EFFORTS AND SYSTEMIC SUPPORT. 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