澳門融合生家長參與個別化教育計劃之現況分析

為探討澳門融合生家長參與個別化教育計劃(Individualized educational plan,以下簡稱 IEP)之現況,本研究採取質性的訪談法。透過訪談 6 名融合生家長以及 4 名參與個別化教育計劃的前線教育工作者,包括 2 名任教融合生的老師1 名學生輔導員以及 1 名融合教育專家,共 10 人進行面對面訪問,並根據所取得的資料內容進行資料的歸納與分析,再給予對未來的建議。本研究的研究結果如下:
一
融合生家長對個別化教育計劃個別化教育計劃會議及相關法規的認知低,認為個別化教育計劃只是一份教學計劃/大綱學習進度表或一份紙本文件;對會議主要停留在見家長和聽老師講解子女的在校情況。
二
不同學校都有屬於自己召開會議的模式及流程,大部份學校在會議前一個月至一週內通知家長會議出席時間,家長不須為會議作任何準備,只需要準時出席會議便可。會議中的流程依次序分別是介紹參與人員,老師講解學生在校現況及個別化教育計劃內容,邀請家長表達意見,最後簽名確認個別化教育計劃。由於缺乏檢討會議,故家長亦難以評量學校對個別化教育計劃的執行程度為何,但家長認為學校的執行程度最少能達至中上程度。
三
家長認為自己在參與會議時沒有困難,因為她們只需被動地接收老師報告子女的教育情況,其次為溝通合作困難和出席困難。而融合生學額難求社會資源不足家長工作繁忙等都是影響家長參與的原因。
四
家長在參與個別化教育計劃時的現況普遍處於被動及負面,可見澳門融合生家長參與到子女的教育模式,仍停留在以學校為本位的專家模式上,家長開始意識其教育義務,但因缺乏法津保障,家長的教育意見未見得到正視,故仍未能成功過渡至移植模式。
To discuss the current situation of Parent Participation in Individual Educational Plan(IEP) for Children with Special Need in Macau. This study used qualitative interviews with six parents of SEN students, one teacher who teaches students with special education needs, one recourses teachers, one school counselor and one expert of inclusive education in Macau. The data were analyzed and the results were as following:
1. Parents of students with special needs have low awareness of individualized education plans, individualized education plan meetings, and related regulations. They believe that individualized education plans are just a teaching plan/outline, a learning schedule, or a paper document. Cognition is mainly to see parents and teachers explain their children's school situation.
2. Different schools have their modes and procedures for participating in meetings. Most schools notify parents of the meeting time one month to one week before the meeting.
Parents do not need to make any preparations for the meeting. They only need to attend the meeting on time. The sequence of the IEP meeting process is to introduce the participants, the teacher explains the current situation of the students at school and the content of the individualized education plan, invites parents to express their opinions, and finally signs to confirm the individualized education plan. Due to the lack of review meetings, it is difficult for parents to evaluate the degree of implementation of the school's individualized education plan. However, parents believe that the degree of implementation of the school can reach the upper-middle level.
3. Parents feel that they have no difficulty in participating in the meeting. They only need to passively receive the teacher's report on their children's education, followed by communication difficulties and attendance difficulties. The shortage of school places of SEN students, insufficient social resources, and busy parents 'work are all factors that affect parents' participation.
4. Parents feel that they have no difficulty in participating in the meeting. They only need to passively receive the teacher's report on their children's education, followed by communication difficulties, attendance difficulties and language expression difficulties. The shortage of school places of SEN students, insufficient social resources, and busy parents 'work are all factors that affect parents' participation.
5. The current situation of parents' participation in individualized education programs is generally passive and alternative. It can be seen that parents of students with special needs in Macau participate in their children's education model, still stuck in the school-based expert model. Parents are starting to realize their educational obligations. However, due to the lack of legal guarantees, parents' educational opinions have not been taken seriously. Therefore, the transition to transplantation mode has not been successful.