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The aim of this study was to explore home–school collaboration in the areas of assessment, placement, and Individual Education Plan (IEP) development for children identified with disabilities or special educational needs (SEN) in Macao. Despite the noted benefits of parent–school partnerships from prior research, minimal research has been conducted from the perspective of parents of children with SEN to examine whether these partnerships materialize in the context of Macao. Participants included 115 parents of school-aged children diagnosed with SEN. They provided demographic information and completed a 36-item questionnaire derived from two validated instruments. The research identified a range of factors which hinder parental involvement in decision-making and in the inclusion of children with SEN in optimal ways in Macao schools. Parents indicated they were not receiving relevant information and assessment feedback from the teachers; they were minimally involved in the IEP process, and their children were not receiving one-to-one support, regardless of the type of placement. Parents also underlined issues related to the timing of assessment procedures. Parents of children attending special classes in regular schools voiced more satisfaction with support provision than parents of children following the full inclusion model. Recommendations about how services could be improved for greater parental involvement are discussed. Key Words: parental involvement, school–family collaboration, inclusion, special educational needs, Macao, Individual Education Plans, IEP
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This study explores girls’ attitudes and selfassessment of abilities towards mathematics and science and its effects on career preferences. Results from Pi
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Muslim community is one of the minority groups in Macau SAR China. Muslims are an interesting group in terms of research because of its diversity in respect to language, nationality, social status, and education level. Groups of people migrate for various reasons such as religion, politics, economy, and education. Individuals experience the age in between nineteen and twenty-four, which fall in the category of youth. Studies of Muslim youths have gained more attention in scholarship, statistical data, and research. The study seeks to understand Muslim students’ life and the needs of this minority group and explores how Muslim students perceive Islam and their own ability to cope with school related cultural pressures through qualitative, phenomenological approach, and focuses on exploring the common experiences of Muslim students in this city. This study used a conceptual framework based on critical race theory (CRT). We use in-depth interviews of five Muslim youth, ages between 19 and 24, to investigate their school life experiences and Islamic practices. We also administered questionnaires and field note to understand their social mobility, social capital and to gain a deeper understanding of their daily lives. A thematic analysis of the interview data produced the following themes: 1) Social mobility; 2) Social capital Relationship with friends; 3) Discrimination and micro-aggressions; and 4) Religion Identity. The study found that the Muslim status of the participants did not have a significant impact on their school experience, as they were able to find accommodation in their practice of religion and school life. However, the multiple identities of the participants as Macau citizens and their ethnic backgrounds did affect their social capital and sense of belonging. The study also examined the experiences of the participants within Macau society, including social factors such as racism. The results indicated that language and ethnicity were factors that hindered their integration into the community. In addition to the original themes, the analysis of the participants' stories in this research revealed two counter-narratives that challenge prevailing narratives. These counter-narratives include the deconstruction of oppressed Muslim women's narratives and the influence of local mainstream religious schooling on Muslim students' religious loyalty. These alternative narratives provide new insights into the lives of Muslim youths and challenge conventional stories. The findings of this study have important implications for educators, academics, and members of both Muslim and non-Muslim communities. By allowing youth to establish broader connections with society and increasing their motivation to participate in and contribute to the community, this study highlights the need for inclusive educational environments that support the diverse identities of students. Furthermore, the study provides young Muslims with a voice in society, empowering them to challenge dominant narratives and promote counter narratives that reflect their experiences and perspectives to meet critical race theory ethos of ongoing active struggle
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The research explores the perceptions of five secondary school students with special education needs (SEN) about their participation in learning, group membership, and agency within an inclusive school in Macau SAR. This goal is achieved by using students' voices documented in open-ended interviews and is underpinned by the conceptual framework of heutagogy. The aim is to shed light on students' perceptions on school effectiveness in supporting their needs through successful participation and agentic possibilities. Findings showed that students were more prone to social rejection and being isolated or bullied than their peers. They were struggling to feel included or participate, their needs were only partially being met, and they had few opportunities to exert influence on their educational trajectories. Recommendations are provided to assist educators and schools in enhancing students with SEN to connect to the learning process and community, with the provision of appropriate learning adjustments and more active approaches to ensure their acceptance by mainstream students, including the formation of coaching peers to assist in developing social and academic skills under teacher's scaffolding practices. This study highlights the contribution of the heutagogical perspective to advance research on the participation and agency of students with SEN in mainstream schools.
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