臺灣地區融合教育政策與實施對澳門融合教育推行啟示之研究

本研究以臺灣地區融合教育政策對澳門融合教育政策的啟示為焦點,運用文
獻分析法比較澳門、臺灣兩地融合教育政策和半結構式訪談法,探討本澳的融合
教育課程與安排、教育設備、家校合作和師資培訓這四方面的政策存在的不足。
此外,本研究就上述臺灣融合教育的政策和實施,訪問三位本澳任教融合生的普
通小學教師,了解這些臺灣政策在本澳的可行性和受訪教師正面對融合教育的困
難和憧憬。研究結果分兩大部分:
第一部分是比較台澳兩地融合教育政策的文獻分析,結果顯示在課程與安排
(《特殊教育法》第 19、27 條)和師資培訓(《特殊教育法》第 7、15 條)這兩方
面可以分別各推介上述條文給澳門政府借鑒,而家校合作和教育設備均只推介臺
灣當局的實施和經驗。
第二部分是澳門教師對融合教育政策與推行的意見結果如下:
一、受訪教師認為,現時本澳面對融合教育的困難是專業培訓的融合教師數
量不足夠應付融合生的增幅、出現評估出錯、家長不合作等。受訪教師希望可擴
充資源,採用合作教學模式來進行融合教育工作。
二、受訪者均認為臺灣的融合教育中課程與安排政策條文(1)規定每班增
加一位融合生就減一至五位普通生;(2)配合融合生不同的需要而設置不同的
課程、教材、教法和安置方式,具有彈性和實用性,這大大提高了對融合生教學
的效能。
三、參考臺灣政策中規定「融合教育輔助設備」和「建造無障礙環境」兩方
面,受訪教師認為應在校內課堂的設備中設置更多教學輔助設備。
四、受訪教師希望家長關注子女在融合教育上所遇到的情況,爭取和子女溝

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通的時間,實行(1)多溝通和關注,(2)多聽取專業人士的意見,和(3)多參
與校內外親子活動。
五、受訪老師認為普通教師對融合教育知識薄弱,資源老師不清晰普通班的
運作,兩者在教學上無法達到共識,故此,學校多提供實務課程,有助加強對融
合生的了解和應對。
六、受訪教師對融合教育的憧憬和建議包括(1)增加融合教育的專業培
訓,(2)增加薪金,(3)增加專業人士的協助,(4)減少班級人數和行政工作,
和(5)多體驗其他地區的融合教育。
最後,本研究根據研究結果提出的建議,希望可以為政府政策完善提供一定
的參考。
This study aims at comparing Inclusive Education policies and how the Taiwanese
model could benefit education in Macao. Firstly, this study compares inclusive education
policies in both Taiwan and Macao on four key areas including: curriculum and student
composition, educational facilities and equipment, family and school collaboration, and
teacher training. Secondly, this study explores the feasibility of such Taiwan’s Inclusive
Education Policies in Macao by interviewing three Macao primary school teachers. The
semi-structured interviews were adopted to understand the challenges and viability of
implementing the Taiwanese policies along with difficulties faced by inclusive education
in Macao. The results of the research are presented in two parts:
The first part compares the Special Education Act literature between Taiwan and
Macao. The results of the study recommend Curriculum and Arrangement (Articles 19
and 27 of the Special Education Act) and Teacher Training (Articles 7 and 15 of the
Special Education Act). The aforementioned provisions are capable of being separately
presented to the Government of Macao for consideration. Additionally, the study makes
recommendations for the implementation and experience of home-school cooperation
and educational equipment used in Taiwan.
The second part presents the results of the Macao teachers’ opinions on the policy
and implementation of inclusive education as follows:
1) Those respondents noted that there was a lack of professionally trained teachers
to accommodate the growing number of students that require Inclusive Education

in Macao, evaluation errors occurred in assessments and that parents were un-
cooperative. They expected that a collaborative teaching model for Inclusive

Education was provided by expanding resources.
2) The respondents considered that the following policy about provisions and
curriculum arrangements in Taiwan can increase the efficiency of Inclusive
Education: 1) each class with each one integrated student reduces the number of
regular students by one to five. 2) different teaching materials and methods are
evaluated and applied to meet the specific needs of each Inclusive Student to
create a more flexible and practical environment.
3) The teachers interviewed suggested that the below Taiwan policy guides could be
used as reference for improvement a) auxiliary equipment of Inclusive Education
b) creation of a barrier-free environment. In conclusion the teachers agreed that

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more auxiliary equipment is needed for Inclusive Students classrooms.
4) The interviewed teachers expected that parents of Inclusive Children should pay
attention to the challenges their children faced, spending more time and effort to
communicate with them. The following actions were suggested: 1) More
communication and attention 2) Listen to professional opinions 3) Participate in
parent and child activities together inside and outside schools.
5) The interviewed teachers viewed that regular teachers lacking of the proficiency
and knowledge to adequately teach in Inclusive Education. The resources
teachers also faced the reverse challenges. It was suggested that schools should
provide more practical courses to strengthen teachers understanding of Inclusive
Students and solve relevant problems.
6) The following suggestions were provided by the respondents: 1) Provide more
professional training to teachers 2) Increase teaching salary 3) Provide more
professional assistants 4) Reduce class size and administration work 5) Gain
experience from Inclusive Education professionals in other places.

In conclusion this research discusses and provides recommendations in the hope of
providing improvement to existing government policies.