融合班中特殊教育需求學生和普通生共同學習的過程與效果：來自老師和家長的反饋

With the constantly increasing number of Macao inclusive students, the number of schools participating in inclusive education has also risen. Therefore, both schools and parents place significant importance on the academic progress of students in inclusive education. The objective of this study is to explore the process and results of how non-SEN students and SEN students learn together in inclusive classrooms from the perspective of teachers, SEN parents, and non-SEN parents. The aim is to gain an understanding of how cooperative learning and home-school cooperation can facilitate the development of non-SEN and SEN students in three areas: learning knowledge, social skills, and values. This study adopts qualitative research methods and involves conducting semi-structured interviews with four teachers, four SEN parents, and four non-SEN parents. All subjects are from an inclusive education school with a Catholic background, and the SEN students have learning partners in these 4 groups. The study findings indicate that inclusive classrooms have a positive impact on both students with and without special educational needs (SEN), in terms of academic performance, social skills, and values. Additionally, parents and teachers exhibit positive attitudes toward inclusive education. The government, however, still needs to provide solid support for professional training for teachers, assessment time for inclusive students, and publicity guidelines for inclusive education to ensure its success. Based on the results of the study, the interviewees put forward several suggestions, including strengthening home-school cooperation to develop the effectiveness of cooperative learning; improving the professional development of teachers in inclusive education; promoting the concept of inclusive education, etc. The purpose is to make suggestions for the development of inclusive education in Macau and provide directions for future related research.
隨著本澳的融合生人數不斷上升，加入融合教育的學校亦隨之增加。因此，學生在融合教育的學習成效，將會是學校和家長重視的議題。然而，本研究將會分別從任教融合班的老師融合生家長和普通生家長的視覺，探討就讀融合班的融合生和普通生，共同學習的過程與效果。從而瞭解融合生和普通生透過合作學習，以及學校與家長的合作，促使學生在學習知識社交技能和價值觀三個方面的發展。 本研究採用質性研究方法，以立意抽樣的方式邀請了4位任教融合班的老師4位融合生家長以名4位普通生家長以半結構訪談法，進行深度訪談訪談。研究對象都是就讀於同一所天主教背景的融合教育學校，而4個組合均有為融合生設有合作小夥伴。 研究結果顯示，在融合班中，融合生和普通生在學業社交技能和價值觀方面都有正向和積極的發展，而家長和教師對融合教育均持有正面的態度。但對於教師的專業培訓融合生的評估時間，及融合教育的宣傳指引等問題，仍需要政府的大力支持。 基於研究結果，受訪者提出了多項建議，包括加強家校合作，發揮合作學習的功效；提升教師在融合教育的專業發展；以及推廣融合教育理念等。目的是為澳門的融合教育發展提出建議，並為未來相關研究提供了方向。