Iong, Wai SimWai SimIong2026-01-132026-01-132025-12https://dspace.usj.edu.mo/handle/123456789/6861Since the 1980s, special education has gradually emerged in Macao. By the 1990s, with the successive enactment of “Law No. 11/91/M” and “Law No. 33/96/M”, special education in Macao began to develop systematically. In 2006, following the implementation of “Law No. 9/2006”, inclusive education was introduced in private schools, marking a new phase in Macao's special education development. However, this progress has been accompanied by numerous challenges.In recent years, Macao has actively promoted inclusive education, advocating for the integration of students with special educational needs (SEN) into mainstream classrooms alongside their peers. Nevertheless, general primary school teachers face multiple difficulties in implementing inclusive education, particularly in terms of teaching competence, professional knowledge, and psychological adaptability. This study adopts a qualitative research approach, utilizing in-depth interviews as the primary method, building upon a foundation of literature review. Through purposive sampling, 12 teachers with inclusive education experience were selected from the group of primary school special education practitioners in Macao. Face-to-face interviews were conducted, focusing on four dimensions: instructional support, assessment support, administrative support, and psychological support. The study explores the challenges faced by general primary school teachers in Macao when educating students with special needs—including those formally assessed for inclusive education placement and those with unmet special needs—as well as their required support measures. Additionally, it examines the relationships and relative importance among different types of support, aiming to propose targeted improvement recommendations. Research indicates that teachers face significant challenges in their teaching practices, particularly new teachers with five years or less of experience, who generally lack behavior management strategies to address students' emotional outbursts. This makes it difficult for them to balance the learning progress of regular students and those with special needs. Respondents noted that the training programs provided by the Education and Youth Bureau are fragmented and lack practical guidance. Most primary schools are deficient in dedicated resource classrooms and possess inadequate digital teaching tools. The prolonged assessment cycle also delays the placement of students with special needs, and existing assessment tools fail to accommodate various types of disabilities. In terms of administration and collaboration, parents' understanding is limited, resulting in low participation rates in IEP meetings and inefficient school-family communication. Additionally, there is an overlap in responsibilities among professionals, as well as a lack of information sharing mechanisms. Regarding psychological III pressure, new teachers experience significantly higher levels of burnout due to frequent encounters with unexpected behavioral incidents, while their psychological support mainly relies on informal peer discussions, lacking a systematic counseling mechanism. In this regard, the research proposes policy-level recommendations to amend the ""Special Education System"" to include protective clauses for emerging groups with disabilities such as ADHD and autism, as well as to establish a ""Special Subsidy for Inclusive Education"" to compensate teachers for their additional workload. Regarding teacher training, a tiered training system should be established that incorporates inclusive education courses into the required credits for education majors, and practical courses should be offered based on teachers' years of service. In terms of resource allocation, it is recommended to expand funding to cover students who are ""not assessed but have special needs,"" and to equip each school with multifunctional resource classrooms, as well as to promote AI personalized learning platforms. On the cooperative mechanism level, innovative family-school-community collaboration models should be developed, such as creating a family-school collaboration app for real-time sharing of IEP progress, and linking social service agencies (e.g., Caritas Macau) to provide after-school social skills training. In terms of psychological support, stress management should be included in mandatory training for teachers, and each school should be provided with a full-time psychological counselor, in addition to establishing mutual support groups for teachers. This study provides empirical evidence for the development of inclusive education in Macau, emphasizing that teacher support measures must advance in synchrony with policies, resources, and social awareness in order to achieve genuine educational integration. 自從上世紀八十年代起，特殊教育在澳門慢慢興起。踏入九十年代，“第 11/91M號法律”、‘’第 33/96M 號法律”相繼頒佈後，本澳特殊教育開始有系統地發展。2006 年，在“第 9/2006 號法律”實施後，融合教育在本澳的私立學校得以開展，本澳特殊教育正邁向一個新的階段，然而在發展中卻有不少的問題。近年澳門積極推動融合教育，倡特殊教育學生與普通學生在普通班級中共融學習。然而，普通小學教師在實施融合教育時面臨多重挑戰，主要體現在教學能力、專業知識及心理調適能力等方面。 本文採用質性研究方法，在文獻資料研究的基礎上以深度訪談作為主要研究方法。深度訪談則採用立意抽樣的方式，針對澳門從事小學特殊教育的群體選取 12 名具有融合教育經驗的教師，從教學支援、評量支援、行政支援、心理支援四個層面開展面對面訪談，探討澳門從事融合教育的普通小學教師在任教有特殊需求的學生及已經教育安置評估為融合生或未評估但有特殊需求之學生時所面對的困難及支援措施需求，瞭解各類支援措施之間的關係及重要性，以出針對性的改善建議。 研究發現教師在教學實踐中存在顯著困擾，教齡五年及以下的新教師普遍缺乏應對學生情緒爆發等行為管理策略，難以兼顧普通生與融合生的學習進度；受訪者指出教育暨青年局供的培訓課程碎片化，缺乏實操指導；大部分小學缺乏專用資源教室，數位教具配置不足。評估週期過長同樣導致融合生安置延誤且現有評量工具未能適配多元障礙類型。行政與協作方面，家長認知有限，IEP 會議參與率等家校溝通低效，且跨專業協作職責重疊，資訊共用機制缺失。心理壓力方面，新教師因頻繁應對突發行為事件，職業倦怠感顯著高於資深教師；心理支援主要依賴非正式的同儕傾訴，缺乏系統性疏導機制。 對此，研究出政策層面，建議修訂《特殊教育制度》，納入 ADHD、自閉症等新興障礙群體的保障條款，並設立“融合教育專項津貼”以補償教師的額外工作量。教師培訓層面，建立分層培訓體系，將融合教育課程納入師範生必修學分，並為在職教師分教齡開設實戰課程。資源配置層面，建議擴大資助範圍至“未評估但具特殊需求”的學生，並為每所學校標配多功能資源教室，推廣 AI 個性化學習平臺。協作機制層面，創新家校社協同模式，例如開發家校協作 APP 即時共用 IEP 進展，聯動社會服務機構 （如澳門明愛）供課後社交技能訓練。心理支援層面，應將壓力管理納入教師必修培訓，並為每校配置專職心理輔導員，建立教師互助小組。 本研究為澳門融合教育發展供實證依據，強調教師支援措施需與政策、資源及I社會認知同步推進，方能實現真正的教育共融。zh融合教育特殊教育需要（SEN）教師支援澳門基礎小學教育text::thesis::master thesis