資源教師支持需求的定性分析: 以從事澳門聽覺障礙融合教育為例

為探討澳門聽障資源教師的支持需求,本研究採用質性訪談法,面對面訪問了澳門融合教育中曾有聽覺障礙教學經驗的 7 位資源教師,通過收集訪談資料、加以分析和整理後,再給予一些建議。本研究的研究結果如下:
一、澳門聽障資源教師認為現時有五個支持來源,分別是政府方面、社會方面、學校方面、家長方面、學生方面。
二、澳門聽障資源教師感到滿意的支持有學生學業的進步,學校融合政策和機制的配合,家長、社區、機構和培訓方面的支持,例如家校合作、社區推廣共融活動、機構提供的治療服務、培訓提供教學技巧等。
三、澳門聽障資源教師感到缺乏的支持項目有資源教師教導聽覺障礙的教學技能經驗不足夠。政府對融合教育的宣傳不足夠,一般情況下政府舉辦的活動都沒有提供手語措施。社區上的共融文化意識薄弱,不太了解聽障人士的需
要。另外還有培訓安排的制度,影響資源教師進修的機會。
四、澳門聽障資源教師現時最需要的支持項目及受訪者各有見解,分別為:教學上的共情,資源教師對融合教育的遠景,資源教師對融合教育的實施需求,資源教師對融合生的教學技巧。
五、澳門聽障資源教師認為有三方面希望得到改善,第一政府方面,第二是社會方面,第三是學校方面。
本研究根據研究之結果提出建議給予教育決策者、教師及未來研究作為參考。

In order to explore the support needs of hearing-impaired resource teachers in Macao, this study adopted the qualitative interview method and face-to-face interviewed seven Macao resource teachers who had teaching experience in hearing-impaired education. After collecting the interview data, analyzing and organizing them, this study further offers some advices. The findings of this study are as follows:
1. Macao hearing-impaired resource teachers believe that there are currently five sources of support, namely the government, society, schools, parents, and students. 2. The satisfied supports evaluated by Macao hearing-impaired resource teachers includes the students’ academic progress, the school’s integration policies and schemes of inclusive education, the support of parents, communities and institutions, and profession training, such as home-school collaboration, community promotion of
inclusive activities, and therapeutic services provided by institutions, teaching techniques trainings, etc. 3. Resource teachers for the hearing-impaired in Macao consider the following supports are scarce: insufficient experience on teaching skills for hearing impairment students. In addition, the eovernment's promotion of inclusive education is not enough. Under normal occasions, the activities held by the government do not provide sign language interpretation service. The awareness of inclusive culture in the community is weak, and the needs of hearing-impaired people are not well understood. Furthermore, the inappropriate system of training arrangements affects the opportunities for resource teachers to advance their education. 4. The support items most needed by resource teachers for hearing impairment in Macao and the opinions of the interviewees are: empathy in teaching, resource teachers’ vision of inclusive education, resource teachers’ implementation needs of
inclusive education, resource teachers’ teaching skills for inclusive students. 5. Macao hearing-impaired resource teachers believe that there are three aspects to be improved, the first is the government, the second is the society, and the third is the school. The recommendations of this study upon the interview results would provide references to educational policy makers,teachers and future researches.