澳門普通教師對融合教育的信念和實踐經驗: 一間融合教育資助計劃之幼稚園的個案研究

本研究旨在探討幼稚園普通教師對融合教育的信念和實踐經驗。為達此研究目的，本研究採質性研究方法，以立意抽樣方式選取澳門半島一間剛加入融合教育資助計劃的幼稚園為個案研究，以當中六位教師作為研究對象，進行半結構式訪談及觀課，了解他們對融合教育信念和實踐經驗。本研究主要結果發現如下:
一、幼稚園普通教師對融合教育的信念:
所有教師認為在未接觸融合生時並不認識融合教育，顯示教師在未接觸融合生時對融合教育的認識是不足夠。大部分教師在接觸融合生後，教學會進行調適、面對融合生保持彈性及同理心，會強調以學生為中心。
二、幼稚園普通教師在融合教育歷程中實踐的經驗:
(1)在課程與教學的規劃方面，未接觸融合生時，沒有老師提及 6 項要素中 的任何一項;接觸融合生後，大部分教師在 6 項要素中有考慮其中 4 項要素，包括 「設定適合與漸進的目標和期待」、「配合學生的注意力狀況設計教學活動」、 「因應學生的障礙狀況調整教學方法和策略」及「提供參與課堂活動和表現的機 會」。
(2)在情緒行為的輔導方面，未接觸融合生時，9 項要素中教師有提及和考 慮了 3 項;接觸融合生後，大部分教師在 9 項課堂要素的考慮增加至 5 項要素，包 括「了解學生的情緒與行為問題的形成原因」，「明確地傳達行為的標準和期 待」、「教導和增強正向行為以取代問題行為」、「注意維護學生的自尊」及「以 鎮靜的態度面對情緒與行為問題」。
(3)在物理環境安排方面，在未接觸融合生時，此方面的 6 項要素中只有 1 項要素被提及;接觸融合生後，大部分教師會考慮 3 項要素:「把融合生安排靠近 黑板，且容易聽到教師說話的位置」、「安排最容易看到教師臉蛋的位置」及「安 排在較不易受干擾，以及老師容易監控與協助的位置」。 三、幼稚園普通教師對加入成為融合學校的觀點:
大部分教師都支持學校加入成為融合學校，但認為學校現時未有足夠能力去應 對。學校加入融合教育資助計劃後，教師面對自身和學校改變、相關困難與預期等 等方面的觀點，可以總結成以下 5 方面:包括(1)家長方面，大部分教師感到雙 方溝通方面有困難;(2)學生年齡方面，大部分教師認為自身有改變，例如以前 會少替融合生設想但加入後有不同，但學生年齡太小，教師於教學上感到困難; (3)教師態度和教學方面，所有教師在學校加入融合教育資助計劃後均在心態上 有改變，例如教師會變得寬容及諒解融合生;(4)學校配套方面，大部分教師認 為學校配套沒有改變，缺乏額外資源及清晰的融合教育指引，從而令大部分教師感 到吃力和迷茫;(5)政府方面，教師期待能改善現時的教育安置評估制度及加多 宣導融合教育的工作，增加認受性。
總括而言，本個案學校仍處於融合學校四階段發展中的第一階段，即處於教師們由「旁觀者」轉為「前線執行者」狀態。本研究根據研究結果，提出建議以供學校、政府、幼兒教師及家長參考，並對未來可進行之相關研究提出建議。

The aim of this research was to discuss the belief and practical experience of ordinary kindergarten teachers towards inclusive education. In order to achieve the goal, this research adopted a qualitative research method. A kindergarten that had recently joined the inclusive education funding scheme in Macau was selected. With purposive sampling, a total of 6 teachers participated in the study. Semi-structured interviews and class observations were used to understand the belief and practical experience of the participants towards inclusive education. The main findings of this research were as follows:
1. Ordinary kindergarten teachers' belief towards inclusive education:
All participants admitted that their knowledge of inclusive education was not enough if
they were not given opportunities to teach special educational needs (SEN) students. Most teachers would adjust their teaching approaches when they worked with SEN students. They tended to allow more flexible, show more empathy and use student-centered teaching methods when teaching SEN students.
2. The practical experience of ordinary kindergarten teachers in teaching SEN students: (1)Before teaching SEN students, no teacher could mention any of the 6 elements in
planning and designing curriculum for SEN students . After teaching SEN students, most of the teachers considered 4 of the 6 elements, including "setting appropriate and progressive goals and expectations", "designing teaching activities which fit the situation of students' attention", "adjusting teaching methods and strategies according to the situation of students' disabilities " and "providing opportunities for students to participate in classroom activities ".
(2)In terms of emotional and behavioral problems guidance, teachers could mention 3 of the 9 elements of handing such problems before teaching SEN students. After teaching SEN students, most of the teachers considered 5 of the 9 elements, including "understanding the reasons of students' emotional and behavioral problems", "clearly conveying behavioral standards and expectations", "teaching and enhancing positive behaviors to replace problematic behaviors", "being aware of students' self-esteem" and "using calm attitude when facing students with emotional and behavioral problems".
(3)In terms of physical classroom environment arrangement, teachers could mention 1 of the 6 elements before teaching SEN students. After teaching SEN students, most of the teachers considered 3 elements, including "letting SEN students sit close to the blackboard and places where they can hear the teachers easily ", "letting SEN students sit in places where they can see teachers' faces more easily ", and "letting SEN students sit in places where they cannot be easily disturbed and also where teachers can monitor and assist them".
3. The views of ordinary kindergarten teachers towards the school becoming an inclusive school:
Most teachers were in favor of the school becoming an inclusive school, but they also felt that the school was not well equipped. After the school had joined the Inclusive Education Funding Scheme, The teachers’views on themselves, the changes of the school, the difficulties faced and their needs could be summarized in the following 5 aspects: (1) Most of the teachers found it was difficult to communicate with the parents of their students; (2) In terms of student age, before joining the Inclusive Education Funding Scheme, they seldom cared about SEN students but they changed their attitudes after joining the scheme. They found difficult to teach such young students. (3) In terms of teaching attitudes, all teachers changed their mindset after joining the Inclusive Education Funding Scheme. For example, teachers became more tolerant and showed understanding towards SEN students; (4) Most of the teachers thought that the school facilities were not changed accordingly. There was no additional resources and clear guidelines about inclusive education. Most of the teachers found it hard and felt confused when teaching SEN students; (5) Teachers expected that the government would improve the current assessment system of SEN students, and strengthen the promotion of inclusive education to the public so that inclusion education would be more widely accepted in the society in future.
In conclusion, the school in this research was still in the first stage of the four-stage development of an inclusive school, in which, teachers were turning from "bystanders" to "frontline practitioners". Based on these research findings, this research put forward some suggestions and references for schools, governments, kindergarten teachers, parents, and also relevant researches that might be carried out in the future.