In authors or contributors

Inclusive Education Teachers—Strategies of Working Collaboratively With Parents of Children With Special Educational Needs in Macau

Resource type
Authors/contributors
Title
Inclusive Education Teachers—Strategies of Working Collaboratively With Parents of Children With Special Educational Needs in Macau
Abstract
Education for learners with special education needs has become one of the major concerns of education policies in every corner of the world. In Macau, however, the transformation of schools into inclusive environments is reported to be slow because many teachers in Macau have not accepted the key values of inclusive education and possess little knowledge of their responsibilities as inclusive education teachers. Despite being nonempirical, the aim of this article is twofold: to inform inclusive education teachers, especially those in Macau and other developing regions, of the necessary knowledge, skills and strategies of working collaboratively with parents of children with SEN and provide policy makers concerned with practical ideas of designing effective professional development programmes for teachers working in the inclusive environment. The ultimate aim is to ensure that children with SEN benefit from an education process that includes quality learning opportunities.
Publication
International Journal of Educational Reform
Volume
29
Issue
2
Pages
191-207
Date
2020-04-01
Language
en
ISSN
1056-7879
Accessed
4/11/23, 2:12 PM
Library Catalog
SAGE Journals
Extra
Publisher: SAGE Publications Inc
Citation
Ng, S. W., & Kwan, Y. W. (2020). Inclusive Education Teachers—Strategies of Working Collaboratively With Parents of Children With Special Educational Needs in Macau. International Journal of Educational Reform, 29(2), 191–207. https://doi.org/10.1177/1056787919886579
Academic Units