澳門幼稚園特教專業教師與非特教專業教師實行融合教育的困難及因應策略

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’s 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’s 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' emotions and behaviors on classroom order and
unreasonable environmental planning; The main difficulties in the parent-teacher
activities aspect are parent’s 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' implementation of integrated
education and alleviate their pressure.
Finally, based on the research findings, the researcher made suggestions for the
government, schools, and teachers, and proposed future research directions.

本研究旨在探討本澳幼稚園實行融合教育的現況及挑戰，以及本澳的特教專 業與非特教專業背景的教師幼稚園在實行融合教育的面對的困難及因應策略， 了解當中學校對前線教師的支援，以及是否具有特教專業背景對前線教師實行 融合教育的影響。 研究採用質性研究的半結構訪談法，以立意抽樣的方式，選取了十位在本澳 不同融合學校任職的前線教師，其中五位具有特教專業背景，另外五位為非特 教專業教師，研究結果如下： 1. 特教專業背景對教師實行融合教育有一定的影響，特教專業教師對融合教 育本質掌握精準，能即時辨識特殊需求，並以具體化、多感官等策略調整 教學，課程設計具高度專業性。非特教背景教師初期對融合教育理解淺 薄，視融合生為普通生簡化版，方法被動，惟經驗累積後理念與實踐均顯 著改善，顯示後天專業發展可彌補背景差異。 2. 課程設計層面主要困難是學校課程規定和限制、學生能力差距大以致教師 難以作出適性調整的課程；教學策略層面主要困難是統一標準的評量方式 難以切合學生的個體差異；班級經營層面主要困難是融合生的情緒和行為 影響課堂秩序、環境規劃不合理；親師活動層面主要困難是家長的配合度 和教養方式、對融合教育的偏見以致雙方難以溝通；支持網絡層面主要困 難是學校資源投入不足、設備和政策制定未完善、缺乏專業團隊的支援 等，以上重重困難增加前線教師實行融合教育的壓力。 3. 課程設計層面的因應策略是自製教材教具、IEP 調整教學、課堂環境調整 和個別輔導；教學策略層面的因應策略是採用多感官和具體化教學法、同 儕協作、增加口頭或視覺提示和具體化題目等方式進行評量；班級經營層 面的因應策略是環境調整、情緒預防與引導、獎勵和抽離策略；親師活動 層面的因應策略是與家長的多渠道和高頻率溝通、家長教育及指導；支持 網絡層面的因應策略是同事協作支持、應用自身能力和學校資源去應對突 發情況，以上策略都能為前線教師實行融合教育帶來正面影響，緩解教師 壓力。 最後研究者基於研究結果，分別就政府、學校和教師等三方面作出建議，並 提出未來研究方向。