Lam, Ngai MengNgai MengLam31/12/202131/12/2021202120212021https://library-opac.usj.edu.mo/cgi-bin/koha/opac-detail.pl?biblionumber=177812&query_desc=an%3A27020https://dspace.usj.edu.mo/handle/123456789/4033融合教育是全球性的教育趨勢。幼兒階段是個體發展可塑性最高,學習力 最強的時期。融合教育推行後,普通學生家長作為融合教育的重要參與者,他 們對融合教育的態度會直接影響子女對待有特殊需要幼兒的態度,以及幼稚園 和教師對融合教育工作的正常開展。本研究旨在探討澳門實施融合教育幼稚園 普通學生家長對融合教育的態度,研究對 12 位普通學生家長以半結構性訪談, 深入了解他們對融合教育的認知、情感上的接納度以及對實施融合教育的行為 傾向,並彙整訪談資料深入分析與探討。研究結果如下: 一、從家長對融合教育的認知來看,所有受訪幼兒家長均認為融合教育能讓特 殊需要學生有平等學習的機會,並認同特殊需要學生應有平等受教育的權 利,但受訪家長對融合教育内涵,對澳門融合教育的政策和實施方面等缺 乏足夠的認識。 二、從家長對融合教育情感上的接納度來看,所有受訪幼兒家長都表示支持推 行融合教育。受訪家長對融合教育接納度較高的原因主要是出於對澳門政 府、機構及學校的信任,還有為人父母的同理心。然而,研究也發現一些 因素會影響家長對融合教育的接納度,包括特殊需要學生在班內的人數、 特殊需要學生是否有暴力傾向情況或障礙程度是否嚴重、教師培訓和能力 是否足以應變班內情況、學校支援是否足夠等。 三、家長對融合教育行為傾向,研究結果發現全部受訪幼兒家長對實施融合教 育的行為反應都是積極支持,他們願意讓子女入讀於融合教育學校,希望 子女與特殊需要學生是朋友或一般同學關係,而非抗拒子女就讀融合教育 學校或排斥子女與特殊需要學生相處。 基於此研究結果,本研究分別對政府相關單位,推行融合教育之機構、學 校及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。 Inclusive education is a global trend of education. The plasticity and learning ability of an individual is most prominent during early childhood. After the implementation of inclusive education, parents of regular student as the stakeholders in inclusive education, their attitude towards inclusive education has a direct influence on their children’s attitude towards students with special needs, and the launch of the practice in inclusive education for kindergarten and teachers. The aim of this study is to investigate the attitude of the parents of regular kindergarten students toward the implementation of inclusive education in Macau. This study interviewed 12 parents of regular student using semi-structured interview in order to understand their cognition, emotional acceptance and behaviour disposition towards inclusive education in depth. The acquired data was analysed and discussed in detail. The result of the study showed that: 1. From the result of parents’ cognition of inclusive education, all of the parents in the study think that inclusive education provides students with special needs an equal opportunity in education. They agree that students with special needs have the right to receive equal education. However, their knowledge in the connotative meaning of inclusive education, the policy and implementation of inclusive education in Macau is inadequate. 2. From the result of parents’ emotional acceptance in inclusive education, all of the parents in the study support the implementation of inclusive education. The reason of the higher emotional acceptance among the parents in inclusive education could be explained by their trust in Macau government, institution and school, and their empathy as parents. In addition, the study had identified some factors which affected the emotional acceptance of parents in inclusive education, vi such as the number of students with special needs in class, whether the students with special needs have violent tendency, the severity of the condition, whether teachers’ training and practice are capable to handle the conditions in class and whether the school can provide enough support, etc. 3. In terms of parents’ behaviour tendency towards inclusive education, the result showed that all of the parents in the study demonstrated a positive and supportive behaviour towards inclusive education. They were willing to put their children to study in inclusive school. They wanted their children to have a normal relationship or friendship with students with special needs. They did not reject their children to study in inclusive school or reject their children to get along with students with special needs. Base on the research finding, this study provided some suggestions to the related government units, institutions which involve in inclusive education, schools and kindergarten teachers in order to promote the further development of inclusive education in Macau.zhUniversity of Saint JosephThesis and Dissertations Master of Education (MED)融合教育幼稚園普通學生家長態度Inclusive educationKindergartenRegular parentsAttitudeMaster Thesis