澳門小學教師與資源教師合作現況與挑戰

本研究以任教於澳門具融合教育學校的普通班教師為研究對象,主要探討澳門小學教師在配合資源教師時,所遇到的挑戰及其在處理融合生的 IEP 時的策略。
本研究主要整理有關的文獻,再通過質性訪談來進行資料蒐集與分析,選取澳門 10 間具有融合教育的學校的普通班教師進行質性訪談,共 11 位受訪者,每次訪談約 60 分鐘。資料蒐集上以文獻、錄音及研究員觀察等,再使用三角認證法進行分析,主要研究結果為"
1. 外地培訓團隊未能為本澳學員提供適切的培訓。
2. 學校對普通班教師及資源教師的支援不足。
3. 學校、普通班教師甚至資源教師對本澳融合教育的法令出現一知半解及含糊不清的現狀。
4. 政府對融合教育整體監管不足。
5. 普通班教師與資源教師缺乏有效的溝通。
此研究為本澳的融合教育各持份者提供一些可行的建議。對政府的建議為:
落實政策;實施有效的培訓;及加強宣導的工作。對學校的建議為..安排日常的科組與資源教師共同會議;學校行政人員參與相關的培訓;認受資源教師的專業地位;及建立全校參與融合教育模式等。對教師的建議則為..增加資源教師與普通班教師的溝通;及增加資源教師與普通班教師在處理 IEP 上的合作等。
最後,不論政府、學校還是教師自身,希望透過此研究,能為本澳的融合教育有更好的運作、教師在執行融合教育上有更好的發展、學生在融合教育的路上有更好的支援作出貢獻。而本研究受到時間、受訪者意願、受訪者所屬的學校等因素的限制,使這次的受訪對象只有 11 位小學普通班教師,不能代表全澳小學普通班教師的情況,研究員希望若將來時間充裕的情況下,能繼續深入
研究。
This study takes regular class teachers who teach in schools with an inclusiveeducation in Macao as the research object. It mainly discusses the challenges encountered by primary school teachers in Macao when cooperating with resource teachers and their strategies in dealing with the IEPs of inclusive students.
This qualitative study interviewed ten regular class teachers from 10 local inclusive schools, and each interview was about 60 minutes. The data collection strategies included audio recordings of the interview and researcher’s observations.
The collected data was analyzed with triangulation. The main research results are:
1. The overseas training team failed to provide appropriate training with Macao context.
2. The school's support for regular class teachers and resource teachers is insufficient.
3. Schools, regular class teachers and resource teachers have partial knowledge and ambiguous understanding of the inclusive education law.
4. The government's overall supervision of inclusive education is insufficient.
5. The communication between regular class teachers and resource teachers is insufficient.
This research provides some feasible suggestions for the stakeholders of inclusive education in Macao. The recommendations to the government are:
implement policies; implement effective training; and strengthen advocacy work. The recommendations for the school are: arrange daily joint meetings between subject groups and resource teachers; school administrators participate in relevant training; recognize the professional status of resource teachers; and establish a whole school participation in inclusive education model. The suggestions for teachers are: increase the communication between resource teachers and regular class teachers; and increase the cooperation between resource teachers and regular class teachers in handling IEP.
Finally, whether the government, the school or the teachers, hope that through this research, we can have a better operation of inclusive education in Macao, teachers will have better development in the implementation of inclusive education, and students will have a better way of inclusive education. Support to contribute. However, this study is limited by time, the wishes of the interviewees, and the schools the interviewees belong to. This time the interviewees are only 11 regular class teachers in primary schools, which cannot represent the situation of regular class teachers in primary schools in Macao. The researcher hopes if there is sufficient time in the future, we can continue to study in depth.