澳門非特教專業小學教師對融合教育態度之研究

本研究以非特教專業小學教師對融合教育的態度為焦點,運用半結構式訪談法,探討其對融合教育的認知和信念、對不同障礙類別融合生的看法、實施過程中遇到的困難和挑戰、對學校和政府支援措施的意見。研究結果顯示:
一、受訪教師對融合教育有一定的認知,贊成融合教育在小學階段扮演重要的角色,但同時大部分教師受不成功的教學經驗或非特教專業的影響,對融合教育的有效性和可行性抱有懷疑,導致實施融合教育的信念偏低。
二、從教學工作、師生關係、家長溝通三方面總結教師在融合教育中的情感經驗,發現大部分受訪教師的負面情感多於正面情感,包括認為教學上要付出更多的心力和包容、不容易建立良好的師生關係,家長不信任和不配合等。
三、受訪教師對所有具特殊教育需要的學生都安置在普通班的看法不一致,大部分教師更關注學生的課堂秩序表現,並以此判斷學生是否適合在普通班就讀。
四、受訪教師對現時政府和學校實施的融合教育情況不滿意,包括人力資源不足、缺乏專業培訓等等。
最後,本研究根據研究結果提出建議,作為政府、學校、教師之參考。


The purpose of this study aimed at understanding the non-specialised inclusive education teachers' attitude towards inclusive education of primary school in Macau. The semi-structured interviews were used in this study, exploring participants' perception and beliefs about inclusive education, views on different types of special education needs (SEN) students, difficulties and challenges in implementation, and opinions on government and school supports.
The main findings of this study demonstrated that:
Firstly, the respondents understood the missions of inclusive education and agreed that inclusive education played an important role in primary education. However, most respondents doubted the effectiveness and feasibility of inclusive education because of their unsuccessful previous teaching experience or lacking special education background and training.
Secondly, concerning the respondents' feelings of their teaching workload, teacher-student relationship and teacher-parent communication in inclusive education, it was found that most respondents had negative feelings and emotions about tolerance of SEN students’ disruptive classroom behaviours, difficulties in establishing good teacher-student relationship, and parents' distrust of teachers and lacking cooperation from parents.
Thirdly, the respondents had diversified opinions on the placement of students with all types of special educational needs in regular classes. Most respondents concerned about whether these students would disrupt the class order and management.
Lastly, the respondents were not satisfied with the supports for inclusive education provided by the government and their schools, including a lack of manpower and resources, without sufficient professional training provided and so on.
With reference to the findings, suggestions were proposed for teachers, schools, and government policy makers.