澳門小學教師對融合教育態度之研究 =: A Study on Macao Primary School Teachers ’Attitudes towards Inclusive Education

This study examined whether Macao primary school teachers’ attitudes towards inclusive education vary across different background variables. The questionnaire used in this study was distributed to the participants of this study using WeChat. The questionnaire was first sent to the colleagues and friends of the researcher of this study. They were then asked to forward the questionnaire to their colleagues and friends. In total, there were 120 completed questionnaires. The data from these questionnaires was entered into SPSS Statistics 21. Descriptive statistics, independent samples, one-way analysis of variance (ANOVA), and one-way analysis of variance with repeated measures were conducted using SPSS Statistics 21. The results of this study included: 1. Macao primary school teachers generally had positive attitudes towards inclusive education. 2. There was no significant difference between male teachers and female teachers in the attitudes towards inclusive education. 3. There was no significant difference between homeroom teachers and subject teachers in the attitudes towards inclusive education. 4. There was a significant difference in the assessment methods of teaching content among teachers with different special education backgrounds. 5. There was no significant difference in the attitudes towards inclusive education between the teachers who had previously taught students with disabilities and those who had not. 6. There were significant differences between the current inclusive education teachers and non-current inclusive education teachers in the assessment methods of teaching content and the collaboration between general education teachers and inclusive education teachers. 7. There were significant differences between the schools that had inclusive education classrooms and those that had not in the assessment methods of teaching content and the collaboration between general education teachers and inclusive education teachers. 8. There were significant differences between the schools that had resource rooms and those had not in the attitudes towards inclusive education, assessment methods of teaching content, collaboration between general education teachers, and collaboration between school administrators and inclusive education teachers. 9. There were significant differences between the schools that had afterschool programs and those had not in the attitudes towards inclusive education, assessment methods of teaching content, and collaboration between general education teachers.

本研究在探討不同背景變項下澳門小學教師對融合教育的態度。依據四個向度及變項之比較，以了解澳門小學教師對融合教育的態度之差異。 本研究透過社交通訊應用程式微信（WeChat） 向澳門小學教師分發問卷。在同事和朋友的幫助下，問卷被轉發給他們的老師同事完成。使用該方法總共收集了 120 份有效回覆，代表了研究人群的一部分。使用 SPSS Statistics 21進行描述性統計、獨立樣本t檢驗、單因子變異數分析 (ANOVA) 和單因子等級變異數分析。 獲得研究結論如下： 1.澳門小學教師對融合教育的態度整體持正面態度。 2.不同性別的教師對融合教育的態度沒有顯著差異。 3.不同職務(班主任及科任)的教師對融合教育的態度沒有顯著差異。 4.不同特教專業背景在教學內容評核方法有顯著差異。 5.是否曾經教導過身心障礙學生對融合教育的態度沒有顯著差異。 6.目前為融合班教師對教學內容的評核方法及普通教師與融合教育教師的配合有顯著差異。 7.學校有設融合班對教學內容的評核方法及普通教師與融合教育教師的配合有顯著差異。 8.學校有設資源班對融合教育的態度，教學內容的評核方法，普通教師與融合教育教師的配合及學校行政人員與融合教育教師之合作有顯著差異。 9.學校有設課後跟進班對融合教育的態度，教學內容的評核方法，及普通教師與融合教育教師的配合有顯著差異。