EDUCATORS' PERSPECTIVE OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS (SEN) AND THEIR SENSE OF BELONGING, SELF-COMPETENCE, AND AGENCY

What strategies did educators use to cultivate a sense of belonging, self-competence, and agency among students with Special Educational Needs (SEN)? Did educators face any challenges in implementing these strategies? Were the findings of this study specific to the inclusive school in Macau, or can they be generalised to other educational settings? This study brings to light educators' inner perspective of students' sense of belonging, self-competence, and agency. Specifically, it aims to uncover the academic and emotional needs of students with SEN and the importance that these may have in promoting a positive educational experience. By gathering the perspectives of educators in an inclusive school in Macau who work side-by-side with these students daily, we can understand how essential these elements are in contributing to their overall development. The purposive sampling approach was used in this study to further investigate various experiences and perspectives of educators within an inclusive classroom setting. The educators interviewed provided insight into an inclusive classroom with students with SEN in full-time attendance. The educators sampled in this study facilitated the search for strategies, challenges and support systems to cultivate a sense of belonging, self-competence and agency, among students with SEN. Findings showed educators' understanding of the importance of students with SEN's sense of belonging, self-competence and agency. The educators' awareness of their students' interactions with peers, and the educators themselves, was prominent, revealing how the sense of belonging for students with SEN affected these relationships. Regarding students' sense of self-competence, according to educators, students with SEN had opportunities to showcase their confidence in specific classroom areas and to exercise independence in the classroom, within the set curriculum and lesson plans. In the findings, educators illuminated the importance of agency in students with SEN. However, they were apprehensive about changes in lesson plans, cultivating a fully independent classroom setting and providing choices to students with and without SEN. The study's implications highlight the educational practices and policies that effectively supplement students with SEN's academic and social environments. The findings of this study aim to guide curriculum developers, educators and parental figures in fostering positive learning experiences for students with diverse learning needs