探討澳門托兒所推行融合托兒服務的策略與挑戰

背景:近年,澳門政府開始關顧學前階段嬰幼兒的成長需要,學前融合教育的實施重點向下推行至托兒所領域範疇。本研究以認知情感及行為三個態度的主要成分來探討澳門托兒所所長與幼兒導師對於托兒所推行融合托兒服務的態度策略與挑戰。
方法及結論:本研究採用質性研究中的半結構訪談方式,以立意取樣配合滾雪取樣方法邀請分別服務於澳門 7 間不同的托兒所合共十位女性受訪者進行約 60 分鐘的個別訪談,分別以錄音文獻以及研究人員觀察等進行資料主題分析與歸納結果,並使用三角交叉法作驗證,獲得研究結論如下:
一
澳門托兒所幼兒導師對於實施學前融合服務的態度呈現正負兩極化,持負面態度的幼兒導師主要是由於對特教知能及經驗不足。
二
澳門托兒所幼兒導師面臨的挑戰範疇包括: (i)幼兒導師專業知能(ii)活動設計(iii)特殊需要嬰幼兒行為問題(iv) 親師互動,以及 (v)相關資源等五個方面。
三
澳門托兒所幼兒導師面對特殊需要嬰幼兒採取的策略多與其面臨的挑戰有直接關係,所以策略也圍繞相同範疇: (i)幼兒導師專業知能(ii) 活動設計(iii) 特殊需要嬰幼兒行為問題以及(iv) 親師互動方面等四個策略。
研究貢獻與限制:希望藉本研究為澳門托兒所階段的特殊需要嬰幼兒的現況引起社會及同仁的關注了解及提供參考。另外,本研究深度受制於時間地區人力等因素,研究所得的資料並不代表澳門的普遍現況,以及研究結果也不宜推論至其他教育階段。
建議:根據研究結果,提出托兒所實施融合教育之相關政策實務方面以及未來研究之幾項建議,以應對其挑戰。

Background: In recent years, the Macau government has begun to pay attention to the growing needs of infants. Moreover, the implementation focus of preschool integrated education has pushed down to the field of the nursery. This study explored the attitudes, strategies and challenges of the directors and tutors of Macau's nurseries on the implementation of integrated childcare services with the three major components of attitude: cognitive component, affective component, and behavioural component.

Method and Result: This study adopted the semi-structured interview method in qualitative research. By using purposive sampling and snowball sampling, a total of ten female respondents who served in 7 different nurseries in Macau were invited for a 60-minute individual interview. Then the data collection strategies included recording, literature and observation of researchers. Through Thematic Analysis with triangulation, the research drew four major conclusions:
1. The interviewed nursery tutors and directors have held both positive and negative attitudes towards the implementation of integrated education. Most interviewees who have negative attitudes did not have adequate knowledge and experiences on inclusive education.
2. The five major challenges faced by Macau's nursery tutors are: (i) professional knowledge and ability of the nursery tutors; (ii) learning activity design; (iii) behaviour problems of infants with special needs; (iv)parent-teacher interaction; and (v) related resources.
3. Concerning the mentioned challenges, four major strategies were identified by Macau's nursery tutors: professional knowledge and ability of nursery teachers, activity design, behaviour problems of infants with special needs, and parent-teacher interaction.
Significance and limitation: The study is significant in raising the concern, providing an understanding, and acting as a reference for the stakeholders of the field and policymakers regarding the inclusive services of nurseries in Macau. The depth of this research is subject to the limited time, region, and manpower. The data obtained from the research does not represent the general status of Macau, and the research results should not be inferred to other education stages.
Recommendation: According to the results of the study, some suggestions on the policy, practice and future research of integrated education in nurseries are put forward to meet the challenges.