澳門小學階段新入職教師在融合教育中的挑戰

本研究以小學階段的新入職第五級小學教師面對融合教育的挑戰為焦點,運用半結構式訪談法,探討其對融合教育的信念、面對融合生的問題行為、及對其行為的教學方法、家校合作方式、推行融合教育中獲得的支援和其遠景的意見。本研究邀請六位來自澳門不同小學的新入職教師參與研究,研究結果顯示:
一、受訪教師同意融合教育是澳門教育界的趨勢,但是受訪教師認為融合教育需要在一個適當的班師比下進行、不影響主流教育和需要相關的配套設施,讓融合生與普通學生一起學習。而受訪教師都是新入職第五級教師,之前沒有任教融合教育班級的經驗,會影響其執教的自信心。
二、受訪教師認為融合生的問題行為分為學業問題類(讀寫障礙、學習能力較低)、情緒類(例如..哭、不能控制情緒、大叫、引人注意)、肢體和行為類(例如..攻擊他人、離座、古怪和偏執行為、注意力不足/過動),並會因為對象不同,問題行為的種類亦有不同。
三、受訪教師會因應融合生的問題行為有不同的教學方法,特別是當為融合生撰寫個別化教育計劃(IEP)時,認為學校沒有整合融合教育專業小組,未能發揮 IEP 的功能來幫助融合生整體循序漸進的發展。
四、受訪教師的經驗發現家長能與學校互通訊息和互相配合,是有利於融合生的發展,但現時大多數學校的家校合作是由教師主動聯絡家長,家長的角色是被動接受。
五、受訪教師認為政府、學校和機構對融合教育的支援不足,需要政府整合和公佈相關的支援系統。並建議有有意投入教育行業人士的建議是要持積極的心態和持續進修來裝備自己。
最後,本研究根據研究結果提出建議,作為政府、學校、機構、家長、教師之參考。

The purpose of this study aimed at understanding the challenges encountered by the newly recruited fifth-level primary teachers in the inclusive education adopted in primary schools. The semi-structured interviews were used in this study, exploring participants’ beliefs about inclusive education, teaching methods they used to handle the problem behaviors of special education needs (SEN) students, home-school cooperation, supports they received in implementing inclusive education, and their opinions about its vision. Six newly recruited teachers from different primary schools in Macau were invited to participate in this study. The findings demonstrated that:
First, the respondents agreed that inclusive education is a trend in the Macau education. However, they considered that inclusive education needed to be conducted under an appropriated teacher-student ratio without affecting the mainstream education. Relevant supporting facilities were also needed to allow SEN students to learn with general students. As the respondents were all newly recruited fifth-level teachers
without any experience in teaching inclusive classes, this affected their self-confidence in teaching.
Second, the problem behaviours of SEN students mentioned by the interviewees’ could be classified into several aspects, including academic type (e.g. dyslexia, low learning ability), emotional type (e.g. crying, inability to control emotions, yelling, catching others’ attention), physical and behavioral type, (e.g. attacking others, leaving the seat, having eccentric and bigoted behaviours, lacking attention / behaving hyperactively). The types of problem behaviour arose would also be different when encountering different people.
Third, participants would adopt different teaching methods tailor-made for the problem behaviour of the SEN student, especially when writing Individualized Education Program (IEP) for the students. However, some thought that the school has not integrated the professional inclusive education teams and thus were not able to fully utilise the functions of IEP to gradually help the overall development of SEN students.
Fourth, interviewees found that communication and cooperation between parents and schools would be beneficial to the development of the SEN students. However, at present, the home-school cooperation was mostly initiated by the teacher to contact the parents, leaving the parents passively accepting the information.
Fifth, participants pointed out that the government, schools and institutions have provided insufficient support to inclusive education and the government needed to be responsible for integrating and publishing the relevant supporting systems. For those who were interested in devoting into the educational industry, participants advised them to hold a positive mind and equip themselves with continuous education.
Last but not the least, with reference to the findings, this study will provide some suggestions for the government, schools, institutions, parents and teachers.
methods, problem behaviour