澳門小學非特教專業教師對融合教育之態度研究

此研究內容主要以在澳門任職小學教席中的非特殊教育專業教師對澳門現
時融合教育的態度為重點，利用半結構訪談的模式，探討他們對現時融合教育
的認知程度、對所遇到的融合生的看法、在教育過程中出現的困難和應對方
法、對學校和政府的融合教育支援的满意度。研究結果如下：
研究中半數受訪教師對融合教育有一定的認識，都認為現時的融合教育在
小學階段中的角色已變得重要，基本上都認同需為此類學生提供大量的支援和
相關的配套，個別受訪教師雖沒有正式教導過融合類型的學生，都與其他受訪
教師一樣，認為自身的專業背景的多少和教育經驗成功與否非常重要，都會影
響到他們的教導能否使融合類型的學生得到正確的教育。
從教學、師生關係、家長關係和態度等方面總結教師在教育過程中所得到
的經驗，研究中受訪教師對融合教育有一定的認知，他們對於有特殊需要的學
生被安置在普通班級中學習都偏向贊成，雖然理解融合教育制度能使這些學生
更早地學習融入正常團體中，但大多因其行為較突出者影響課堂秩序，而令原
有的教學進度受影響，直接影響到普通學生的學習進程。所以要根據不同的融
合生各方面的程度來決定某類型融合生是否適合隨班就讀，而不是指所有的融
合生類型。
受訪教師對政府和學校所作的支持融合教育的滿意度，本次受訪教師中個
別對教青局所推行的融合教育方式基本不清楚，大部分都停留在初步簡單了解
的程度上，當中如果有融合生隨班就讀，教青局和學校給予老師足夠的資源配
套，而視乎融合生與普通學生的落差程度。最後將根據本次研究訪談的結果為
基礎，提出之建議為往後同類型研究、政府、學校或教師作參考之用。
This study focuses on the attitudes of non-special education professional teachers
working in primary schools in Macau towards inclusive education. This research
applies a semi-structured interview mode, to explore their awareness of the current
inclusive education, their views on inclusive students encountered, the difficulties
encountered in the education process and coping strategies, and their satisfaction with
the support provided by schools and the government for inclusive education. The
results of the study are as follows:
Half of the interviewed teachers in the study have some understanding of
inclusive education and believe that the role of inclusive education in primary schools
has become important. They generally agree that these students need a lot of support
and related support. Although some interviewed teachers have not formally taught
inclusive students, like other interviewed teachers, they believe that their professional
background and teaching experience are very important, which will affect whether
they can provide the correct education for inclusive students.
From the aspects of teaching, teacher-student relationship, parent relationship,
and attitude, the study summarizes the experiences of teachers in the education
process. The interviewed teachers have some understanding of inclusive education,
and they tend to agree that students with special needs should be placed in regular
classes for learning. Although they understand that the inclusive education system can
help these students integrate into normal groups earlier, most of the students with
more prominent behaviors affect classroom order and directly affect the learning
progress of regular students. Therefore, it is necessary to determine whether a certain
type of inclusive student is suitable for attending regular classes based on the degreeof various aspects of different inclusive students, rather than referring to all types of
inclusive students.
The satisfaction of the interviewed teachers with the support provided by the
government and schools for inclusive education varies. Some teachers are not familiar
with the inclusive education initiatives promoted by the Education and Youth Affairs
Bureau, and most of them only have a basic understanding. If inclusive students are
attending regular classes, the Education and Youth Affairs Bureau and schools
provide teachers with sufficient resources and support, depending on the degree of
difference between inclusive students and regular students. Finally, based on the
results of this study, recommendations are made for future similar research,
government, schools, or teacher reference.
Finally, based on the results of this research interview, some suggestions will be
put forward for future research for the related studies as a reference.