澳門幼稚園融合教育專責團隊合作模式之探究

本研究旨在探討澳門幼稚園融合教育專責團隊合作模式之現況,研究目的如下:(一)了解專責團隊內各成員如何理解自己及其他成員在支援融合生的角色和功能;(二)探討專責團隊對現時合作模式的看法;(三)探究專責團隊對現時教育安置評估機制的看法;以及(四)專責團隊對校內個別化教育計劃的看法。
此外,本研究亦就專責團隊的合作模式作出以下假設:(一)本次研究之專責團隊的合作模式按階段而有所不同,對懷疑有特殊教育需要學生的初步辨識階段為專業間團隊模式;個別化教育計劃實行階段則介乎於專業間團隊模式及跨專業合作模式之間;(二)在個別化教育計劃實行階段,會受有特殊教育需要學生表現的嚴重或干擾情況稍有不同:如該生在校的情緒或行為表現穩定,會傾向專業間團隊模式;如該生在校的情緒或行為表現不穩,會傾向跨專業團隊模式。
本研究採用質性研究的半結構訪談法,以個案研究的方法向研究學校的教師資源教師學生輔導員及家長共 8 名人員為訪談對象。本研究所得結論如下:(一)清晰的工作角色和功能有利專責團隊的合作;(二)專責團隊的專業知能應配對其支援角色;(三)家長對融合教育的認同和接納程度對專責團隊運作有重要影響。此外,根據是次研究資料顯示,上述兩項假設成立。
根據本研究所得結論,期望能作出相關建議,協助各界對專責團隊的合作模式有初步概念,利於日後專責團隊的運作推展,同時作為日後與專責團隊相關研究質實務操作的參考。

The purpose of this study is to explore the current situation of the cooperation model of kindergarten inclusive education collaborative team in Macau. The aims of this study are: (1) To understand the roles and functions of each member of the collaborative team and other members in supporting special education need students;
(2) To explore the views of the collaborative team on the current cooperation model; (3) To investigate the opinions of the collaborative team on the current evaluation mechanism for education placement; (4) To examine the perceptions of the collaborative team on the current evaluation mechanism for individualized education programs.
In addition, this study makes the following assumptions about the cooperation model of the collaborative team: (1) The cooperation model of the collaborative team in this study varies by stage. The initial identification stage for students suspected of having special educational needs is an inter-disciplinary model; the implementation stage of the individualized education plan is between interdisciplinary model and trans-disciplinary model. (2) During the implementation stage of the individualized education plan, the students with special educational needs will be severely or disturbed slightly differently: if the student’s emotional or behavioral performance in school is stabilized, the student will tend to be at the inter-disciplinary model; if the student is emotionally or behaviorally unstable at school, the student will be inclined to a trans-disciplinary model.
This study adopts the semi-structured interview method of qualitative research, and interviews eight interviewee, including teachers, resource teachers, school counselors and parents in the research school by case study method.
The results of this study show that: (1) Clear job roles and functions are conducive to the cooperation of the collaborative team; (2) The professional knowledge of the collaborative team should be matched with its supporting roles; (3)The recognition and acceptance of parents for inclusive education have an impact on the operation of the collaborative team. In addition, according to the research data, the above two assumptions are confirmed.
Based on the conclusions of this study, it is hoped that relevant suggestions can be made to help people to have a preliminary concept of the cooperation model of the collaborative team, which is beneficial to the operation and promotion of the collaborative team in the future. Also, it will serve as a reference for the relatedresearch and practice of collaborative team.