澳門普校教師對融合生的認知印象及接納態度之研究

本研究旨在探究澳門普校教師對融合生的認知印象及接納態度之現況,並瞭解其在不同背景變量(學校類型、性別、年齡、教學年資、學歷程度、學歷專業、任教職務、任教階段、融合教育培訓、接觸經驗、互動情況、教導經驗、特教資訊的瞭解程度、親朋的特教需求)下,有否存在差異;希望藉此找到未來研究取向,以改善澳門的融合教育。
本研究向 5 所有提供融合教育服務及 4 所沒有提供融合教育服務的普校派發問卷,最終回收 521 份問卷,然後,利用 SPSS26.0 統計軟件,運用了“單一樣本 T 檢驗”(One-Sample T Test)、“獨立樣本 T 檢驗”(Independent-Samples TTest)、“單因數變異數分析法”(One-Way ANOVA)等方法對收集回來的資料進行分析。
研究結論:澳門教師對融合生的認知印象較為負面,但接納態度郤較高,然而,兩者基本呈正相關關係;當中,不同背景變量研究結果如下:
1. 年齡、教學年資及是否教育專業等不是影響教師對融合生的認知印象及接納態度之背景因素;
2. 在不同性別上,普校教師對融合生的認知印象有顯著差異,男性比女性正面,但對融合生的接納態度未達顯著差異;
3. 擔任職務、任教階段及學歷會影響教師對融合生的認知印象,但沒有影響對融合生的接納態度;其中,在擔任職務上,班主任最容易出現負面的認知印象,在任教階段上,任教越高階段的越正面,在學歷上,高學歷的相對正面;
4. 進修融合教育/特殊教育相關的課程、講座的教師,不論對融合生的認知印象,還是接納態度變得正面;
5. 自覺對融合教育的瞭解程度越高之教師,對融合生的認知印象及接納態度,越正面;
6. 在教導經驗、互動情況以及接觸經驗越多的教師,對融合生的認知印象及接納態度,越正面;
7. 身邊親朋有特殊教育需要或在有提供融合教育服務的教學任教之教師,對融合生的認知印象及接納態度,均較為正面。
最後,根據研究結論,就教師、學校、政府三個層面提出建議,以提升融合教育服務的根基。

This research aims to explore teachers’ perceptions of their Cognitive Impressions and the Acceptance Attitudes on inclusive students in general schools in Macau. It also attempts to understand whether there are significant differences among different background variables including school types, gender, age, years of teachingexperiences, educational and professional qualifications, teaching duties , teaching stages, inclusive education training, contact experience, interaction situation, teaching experience, information on understanding of special education, and the demand of relatives and friends on special education so as to find out the direction for future research and eventually to improve implementation of inclusive education in Macau.A total of 528 survey questionaires were collected from 521 teachers from 5 general schools that provide inclusive education services and 4 other general schools that do not provide inclusive education services. The quantitative methods of “One-Sample T Test”, “Independent-Samples T Test” and “One-Way ANOVA” were adopted to analyze the data collected via the SPSS26.0 statistical software.
It has concluded that teachers generally have a negative cognitive impression on inclusive students but their acceptance attitude is relatively high. However, they are basically positively correlated. Details of findings regarding different background variables are as follows:
1. Age, teaching experience and education major are not the variables that affect teachers’ Cognitive Impressions and the Acceptance Attitudes towards inclusive students.
2. Although the variable of gender affects teachers’ Cognitive Impressions on inclusive students, males perceives more positively than females. However, it does not affect the Acceptance Attitudes towards inclusive students.
3. The variables of position, teaching stage and educational qualification will affect teachers’ Cognitive Impression on inclusive students but they do not affect their Acceptance Attitudes. The homeroom teacher most likely have negative Cognitive Impressions. Those teaching senior classes and with higher educational qualifications demonstrate more positive Cognitive Impressions.
4. The Cognitive Impressions and the Acceptance Attitudes of those teachers taking courses or lectures related to inclusive/special education will become positive.
5. The higher the degree of teachers’ understanding of inclusive education, the more positive perception the teachers demonstrate on Cognitive Impression and Acceptance Attitudes towards inclusive students.
6. The more teaching experiences, interactions and contact experiences teachers have, the more positive Cognitive Impressions and Acceptance Attitudes towards inclusive students they demonstrate.
7. Teachers whose relatives and friends have special educational needs and who teach in those school providing inclusive education services have more positive Cognitive Impressions and Acceptance Attitudes towards inclusive students.
Finally, based on the conclusions of the research, some suggestions are made at the levels of teachers, schools, and the government, to enhance the foundation of Macau’s inclusive education services.