Sun, SusannahIeong, Leng SanLeng SanIeong2024-03-252024-03-25202020202020https://library-opac.usj.edu.mo/cgi-bin/koha/opac-detail.pl?biblionumber=174663&query_desc=an%3A27020https://dspace.usj.edu.mo/handle/123456789/4555幼兒階段的融合教育對於特殊需要學生的身心發展意義重大，幼稚園教師作為 融合教育的主要參與者，其對融合教育之態度是學前融合教育發展的成敗關鍵。本 研究旨在探討澳門實施融合教育之幼稚園，教師對融合教育的態度。透過對 12 位 教師的半結構性訪談，深入瞭解他們對融合教育的認知、情感上的接納度以及實踐 融合教育的行為傾向。 研究結果發現:從認知層面來看，大部分教師對融合教育的認知符合融合教育 理念，但仍有部分教師對融合教育的理解偏離融合教育精神。從情感上的接納度來 看，大部分教師贊成並主動積極接納融合教育，亦有近半數的教師則被動消極排斥 融合教育。值得注意的是，教師對融合教育情感上的接納度呈現出一定的動態特 徵，主要表現為初期教師對於融合教育呈現出熱誠接納或呈現出抗拒與挫敗，實踐 融合教育一段時間之後教師對融合教育的情感會發生轉變，初期積極接納融合教育 的教師會因爲在具體教育實踐中遭遇困難和問題而變得被動抗拒，而初期抗拒融合 教育的教師則會隨著實踐經驗的累積而增强實施融合教育的信心，並轉爲積極接納 融合教育。從實踐融合教育的行爲傾向來看，大部分教師在實踐融合教育時會考慮 到全體學生的需要，調整課室環境、課程内容與教學策略，亦重視與資源老師和家 長的合作共育。 基於此研究結果，本研究也為推行融合教育之機構、幼稚園教師等提出一些參 考意見，以期望促進澳門融合教育進一步的發展。 Early years inclusive education has great significance to the psychosomatic development of students with special education needs. As the main participants of inclusive education, kindergarten teachers, especially their attitudes, are the key to successfully implement inclusive education. This study aims to investigate kindergarten teachers’ attitudes towards inclusive education in Macau. In order to explore the direct and concrete understanding of teachers’ attitudes towards inclusive education, this study focus on the teachers who have inclusive education experiences. Twelve teachers with different teaching experiences were purposefully selected as participants. Semi-structured interviews were used to explore teachers’ cognition of inclusive education, their emotional acceptance of inclusive education and their actions in implementing inclusive education in practices. Results show that from the perspective of cognition, most teachers' understanding on inclusive education conformed to the international spirit of inclusive education. There were still a few teachers who misunderstood the meaning of inclusive education. From the perspective of emotional acceptance, most teachers supported implementing inclusive education in kindergartens and they actively learnt about inclusive education and welcome students with special education needs. However, there were nearly half of participants showing their worries, fears and resistance of inclusive education. It is worth mentioning that teachers' emotional acceptance of inclusive education showed dynamic characteristics. Specifically, when they first faced inclusive education, teachers either warmly accepted or fearfully resisted. After practicing inclusive education for a period of time, teachers' feelings towards the inclusive education changed. Teachers who actively accepted inclusive education in the early stage would become resistant to inclusive education because of the difficulties they encountered in the educational practices, while those who resisted inclusive education in the early stage would increase their confidences in implementing inclusive education with the accumulation of practical experience, and then turn to support inclusive education. When implementing inclusive education, most teachers would consider the developmental needs of all students, they would adjust classroom environment, curriculum and teaching strategies, and also try to cooperate with resource teachers and parents in order to maximize the educational effect. Based on the findings, this study puts forward some suggestions on how to promote the further development of inclusive education in Macau for the references and consideration of the government, kindergarten organizations and teachers.zhUniversity of Saint JosephThesis and Dissertations Master of Education (MED)Kindergarten teachersInclusive educationTeachers’ attitude幼稚園教師融合教育態度Master Thesis