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Correia, A., Couzens, D., & Ho, K. L. C. (Eds.). (2019). Perspectives on Inclusion. University of Saint Joseph. http://library-opac.usj.edu.mo/cgi-bin/koha/opac-detail.pl?biblionumber=148198&query_desc=kw%2Cwrdl%3A%20Perspectives%20on%20inclusion

In an inclusive education system, educators engage with increasing their understanding of individual differences, especially in regard to learning, and develop and adjust learning and assessment tasks and contexts in ways that make them accessible and appropriate for all students regardless of starting ability levels, interests, learning strengths and weaknesses. In inclusive schools, diverse approaches to learning are valued and all learners are challenged and supported to be successful in their learning goals. Macao has begun the journey to develop an increasingly inclusive education system. This book has been written as the journey is beggining and explores some of the different perspectives twoard inclusion and interpretaions of "inclusive education" within Macao's education systems and the wider community at this time. The main aims of the research presented in this book are to understand the different views and roles of staff in Macao schools and in the wider community. The book raises questions about how inclusion in Macao might unfold and identifies areas where efforts may be needed to progress inclusive education.

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Correia, A. (2015). Visions for Education among Chinese and Non-Chinese Student Teachers: Exploring Cultural Differences. The International Journal of Diversity in Education, 16(1), 15–28. https://doi.org/https://doi.org/10.18848/2327-0020/CGP/v16i01/40051

Using Habermas’s theory of communicative action, this study explores the educational visions held by a multi-cultural class of students enrolled in a teacher preparation programme set in a culturally and linguistic diverse urban environment with a recent history of colonialism. The purpose of the study was to analyse the educational and teaching visions put forward by student teachers in an essay during the course “Principles of Education,” which took place in the 2013–2014 academic year and to determine whether the variation in respondents’ vision statements was related to the students’ cultural backgrounds. The students’ awareness of the instructor’s grading role may have influenced the content of their vision statements, and thus Habermas’s theory of communicative action was selected as it allows one to focus on both the content and the process of communicative interaction. The current qualitative research presents data from twenty Macau-Chinese and twenty non-Chinese overseas students. Their visions for education and teaching were examined along the lines of culture. The findings revealed that the idealised representations of what education and teaching is, does and symbolise, varies along culture lines. Since urban educational environments are growing culturally diverse, it is recommended that additional attention be given to cultural awareness in teacher education programmes.

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何嘉莉. (2018). 從即興戲劇體驗討論香港幼兒美感教育環境. 亞洲戲劇教育學刊, 7(1), 9–28.

Monteiro, E., & Morrison, K. (2014). Challenges of collborataive blend learning in undergraduate students. Education Research and Evaluation, 20(7–8), 564–591.

Ge, Y. (2018). Postgraduate Certificate Program of Education in University of Saint Joseph: Cultivating the Rationales and Techniques of Culturally Responsive Teaching among Teachers in Macau (“聖若瑟大學學位後證書課程: 澳門教師文化关联教學理念和技能的培養”in Chinese) [Research Report]. University of Saint Joseph.

Correia, A. (2017). Macau Foundation Research Project MF/2017/16: Exploring Educational Leaders’ Perspectives of Inclusion: A Macao and Oporto Comparison. [Research Report]. University of Saint Joseph.

Correia, A., & Teixeira, V. (2017). “The will and the way of inclusive education in Macao”,. Asian Education and Development Studies, 6(4), 401–413. https://doi.org/https:// doi.org/10.1108/AEDS-05-2016-0040

Correia, A., Teixeira, V., Monteiro, E., & Kuok, A. C. H. (2017). Inclusive education in Macao: Teachers’ perceptions and attitudes [Research Report]. University of Saint Joseph.

Classroom management strategies for children with emotional challenges: voices of special education teachers. (2019). University of Saint Joseph.

Culturally Responsive Teaching: Attitude and Practice among Teachers in Macau. (2019). [Research Report]. University of Saint Joseph.

In search of aesthetic education: Student teachers’ perspective and practice with sensory-based approach in Infant Education. (2019). [Research Report]. University of Saint Joseph.

Preparing Pre-service Teachers to Become Effective Inclusive Practitioners: Impact on Self-Efficacy. (2019). [Research Report]. University of Saint Joseph.

Beyong Mirrors: Research Pathways (CeiDE 2013-2017). (2018). In Attitudes and self-beliefs of ability towards mathematics and science and their effects on career choices: A case study with Macao-Chinese girls.