澳門小學教師經營融合班級的困擾與特教專業知能之關係研究

本研究主要的目的是了解澳門小學教師經營融合班級的困擾與特教專業知能之關係。研究主要採用問卷調查法,已參與澳門融合教育資助計劃之小學教師為研究樣本,並採用項目分析、因素分析、信度分析,對 33 名融合教育教師進行預試。然後,通過描述性統計、單一樣本 t 檢驗、獨立樣本 t檢驗、單因子變異數分析、皮爾遜積差相關和 Scheffe 事後比較去分析 202 名融合教育教師的數據資料。研究結果歸納如下:
一、澳門小學教師經營融合班級的困擾及特教專業知能之現況分析

1、澳門小學教師經營融合班級的困擾不論在整體教學困擾,還是各研究層面之得分均低於中位數, 因此總體來說教師教學困擾的感受程度屬於較好程度。
2、澳門小學教師經營融合班級的「整體特教專業知能」及「教學知能」屬於中等程度,「班級經營知
能」屬於好程度,「課程知能」及「支援合作知能」屬於不好程度,因此總體來說教師特教專業知能的了解程度屬於中等程度。
二、不同背景澳門小學教師經營融合班級的困擾程度及特教專業知能之差異分析

1、澳門小學教師經營融合班級時其教學困擾會因不同年齡、特教年資、巡迴支援教師、與同事溝通
時間等背景因素而有顯著差異。
2、澳門小學教師經營融合班級時其特教專業知能會因不同專業背景、擔任職務、融合教育進修、有
否修讀講座及工作坊、任教前與殘障相處經驗、巡迴支援教師、與同事溝通時間、班級融合生總數、學校規模等背景因素而有顯著差異。
三、澳門小學教師經營融合班級的困擾與特教專業知能之相關分析教學困擾與特教專業知能之關係共有 25 個相關系數,當中只有 13 個出現顯著負相關,其餘 12個並未達到顯著相關。

本研究最後依據所獲結果及未來研究提出相關建議。

The primary purpose of this study is to understand the relationship between the troubles of Macao
primary school teachers in operating integrated classes and the special education professional knowledge. The research mainly adopts the questionnaire survey method. The primary school teachers who have participated in the Macao Inclusive Education Subsidy Program are the research samples. At first, the study used item analysis, factor analysis, and reliability analysis to examine 33 inclusive education teachers with a pre-test.
Then, the data of 202 inclusive education teachers were analyzed by descriptive statistics, one-sample t-test, independent sample test, one-way ANOVA, Pearson correlation and Scheffe's test. The results are summarized as follows:

1. The troubles of Macao primary school teachers in operating integrated classes and the analysis of the current situation of special education professional knowledge

1.1 The troubles of Macao primary school teachers in running an integrated class are lower than the median in terms of overall teaching troubles and the scores of each research level. Therefore, in general, teachers' perception of teaching troubles is relatively good.

1.2 The “overall special education professional knowledge” and “teaching knowledge” of the Macao primary school teachers’ management and integration class are at the medium level, the “class management knowledge” is at the good level, and the “curriculum knowledge” and “support cooperation knowledge” are at the poor level. Therefore, Generally speaking, teachers' understanding of special education professional knowledge is moderate.

1. An analysis of the degree of trouble in operating integrated classes by Macao primary school teachers with different backgrounds and the differences in special education professional knowledge

2.1 When Macao primary school teachers run integrated classes, their teaching difficulties will vary
significantly due to background factors such as different ages, special education years, itinerant support teachers, and communication time with colleagues.

2.2 When Macao primary school teachers run integrated classes, their special education expertise will vary depending on their professional backgrounds, positions they hold, continuing education in integrated education, whether they have attended lectures and workshops, experience in dealing with people with disabilities before teaching, traveling to support teachers, and communication with colleagues. There are significant differences in background factors such as time, the total number of students in the class, and the size of the school.

1. Analysis of the correlation between the troubles of Macao primary school teachers in operating integrated classes and the special education professional knowledge

There are 25 correlation coefficients in the relationship between teaching distress and special education professional knowledge, of which only 13 have a significant negative correlation, and the remaining 12 do not reach a significant correlation.

Finally, based on the obtained results and future research, this study makes relevant recommendations.