{"id":425513,"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=425513"},"modified":"2026-08-24T12:15:23","modified_gmt":"2026-08-24T04:15:23","slug":"%e5%bd%b1%e9%9f%bf%e5%b9%bc%e7%a8%9a%e5%9c%92%e6%95%99%e5%b8%ab%e5%af%a6%e6%96%bd%e8%9e%8d%e5%90%88%e6%95%99%e8%82%b2%e6%88%90%e6%95%88%e4%b9%8b-%e6%94%af%e6%8c%81%e5%9b%a0%e7%b4%a0%e7%a0%94%e7%a9%b6","status":"publish","type":"tnc_col_19631_item","link":"https:\/\/library.usj.edu.mo\/zh\/student-thesis-dissertation\/%e5%bd%b1%e9%9f%bf%e5%b9%bc%e7%a8%9a%e5%9c%92%e6%95%99%e5%b8%ab%e5%af%a6%e6%96%bd%e8%9e%8d%e5%90%88%e6%95%99%e8%82%b2%e6%88%90%e6%95%88%e4%b9%8b-%e6%94%af%e6%8c%81%e5%9b%a0%e7%b4%a0%e7%a0%94%e7%a9%b6\/","title":{"rendered":"\u5f71\u97ff\u5e7c\u7a1a\u5712\u6559\u5e2b\u5be6\u65bd\u878d\u5408\u6559\u80b2\u6210\u6548\u4e4b \u652f\u6301\u56e0\u7d20\u7814\u7a76\uff1a\u4ee5\u6fb3\u9580\u5730\u5340\u70ba\u4f8b"},"content":{"rendered":"<p>THE PURPOSE OF THIS STUDY IS TO EXPLORE THE SITUATION AND CHALLENGES OF INTEGRATED EDUCATION IN KINDERGARTENS IN MACAU. IN ADDITION, THIS STUDY DESCRIBED THE DIFFICULTIES AND STRATEGIES FACED AND USED BY THE TEACHERS WITH AND WITHOUT SPECIAL EDUCATION BACKGROUNDS IN IMPLEMENTING INTEGRATED EDUCATION IN KINDERGARTEN. LASTLY, THIS STUDY EXPLORED THE IMPACT OF THE TEACHERS WITH AND WITHOUT SPECIAL EDUCATION BACKGROUND, AND THE SUPPORT PROVIDED BY SCHOOLS TO FRONTLINE TEACHERS. THE STUDY ADOPTS QUALITATIVE RESEARCH METHOD BY USING THE SEMI-STRUCTURED INTERVIEW, FOR SELECTING TEN TEACHERS FROM DIFFERENT SCHOOL IN MACAU. INCLUDING FIVE CERTIFIED AND FIVE NON-CERTIFIED SPECIAL EDUCATION BACKGROUND. THE RESULT OF STUDY FOUND THAT AS BELOW: 1. A SPECIAL EDUCATION BACKGROUND AFFECTS THE TEACHER\u2019S IMPLEMENTATION OF INTEGRATED EDUCATION. CERTIFIED SPECIAL EDUCATION TEACHERS HAVE WELL UNDERSTANDING FOR THE INTEGRATED EDUCATION. TEACHERS WITHOUT A SPECIAL EDUCATION BACKGROUND INITIALLY HAVE A SHALLOW UNDERSTANDING OF INTEGRATED EDUCATION. HOWEVER, THEIR CONCEPTS AND PRACTICES SIGNIFICANTLY IMPROVE WITH EXPERIENCE ACCUMULATION, INDICATING THAT ACQUIRED PROFESSIONAL DEVELOPMENT CAN BRIDGE THE GAP IN BACKGROUND. 2. THE MAIN DIFFICULTIES IN THE CURRICULUM DESIGN ARE SCHOOL CURRICULUM REGULATIONS, THERE ARE THE LARGE GAP IN STUDENT\u2019S ABILITIES, REGULATIONS MAKE TEACHER DIFFICULT TO MAKE ADAPTIVE ADJUSTMENTS. THE MAIN DIFFICULTY IN THE TEACHING STRATEGIES ASPECT IS THAT THE UNIFORM ASSESSMENT METHODS ARE NOT SUITABLE FOR INDIVIDUAL DIFFERENCES AMONG STUDENTS; THE MAIN DIFFICULTIES IN THE CLASS MANAGEMENT ASPECT ARE THE IMPACT OF INCLUSIVE STUDENTS&#8217; EMOTIONS AND BEHAVIORS ON CLASSROOM ORDER AND UNREASONABLE ENVIRONMENTAL PLANNING; THE MAIN DIFFICULTIES IN THE PARENT-TEACHER ACTIVITIES ASPECT ARE PARENT\u2019S COOPERATION AND PARENTING STYLES, THE PREJUDICE AGAINST INCLUSIVE EDUCATION MAKE THE COMMUNICATION DIFFICULT. THE MAIN DIFFICULTIES IN THE SUPPORT NETWORK ASPECT ARE INSUFFICIENT SCHOOL RESOURCE INVESTMENT, INCOMPLETE EQUIPMENT AND POLICY FORMULATION, AND LACK OF SUPPORT FROM PROFESSIONAL TEAMS. THESE DIFFICULTIES INCREASE THE PRESSURE ON TEACHERS IN IMPLEMENTING INCLUSIVE EDUCATION. 3. THE COPING STRATEGIES FOR THE CURRICULUM DESIGN ASPECT INCLUDE SELF-MADE TEACHING MATERIALS, IEP-BASED TEACHING ADJUSTMENTS, CLASSROOM ENVIRONMENT ADJUSTMENTS, AND INDIVIDUAL TUTORING. THE COPING STRATEGIES FOR THE TEACHING STRATEGIES ASPECT INCLUDE USING MULTI-SENSORY AND CONCRETIZATION TEACHING METHODS, PEER COLLABORATION, INCREASING ORAL OR VISUAL PROMPTS, AND CONCRETIZATION OF ASSESSMENT QUESTIONS. THE COPING STRATEGIES FOR THE CLASS MANAGEMENT ASPECT INCLUDE ENVIRONMENTAL ADJUSTMENTS, EMOTION PREVENTION AND GUIDANCE, REWARDS, AND REMOVAL STRATEGIES. THE COPING STRATEGIES FOR THE PARENT- TEACHER ACTIVITIES ASPECT INCLUDE MULTI-CHANNEL AND HIGH-FREQUENCY COMMUNICATION WITH PARENTS, PARENT EDUCATION AND GUIDANCE. THE COPING STRATEGIES FOR THE SUPPORT NETWORK ASPECT INCLUDE COLLEAGUE COLLABORATION AND USING OWN ABILITIES AND SCHOOL RESOURCES TO DEAL WITH EMERGENCIES. THESE STRATEGIES CAN HAVE A POSITIVE IMPACT ON TEACHERS&#8217; IMPLEMENTATION OF INTEGRATED EDUCATION AND ALLEVIATE THEIR PRESSURE. 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