Your search
Results 107 resources
-
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.
-
Macau Special Administration Region (Macau SAR) is in the process of revising legislation concerning special and inclusive education. While the institutional discourse revolves around establishing inclusive education, it is unclear as to how the proposed changes will enable or depress this from occurring. This research, therefore, examined teachers� attitudes towards inclusion as an indication of how well the new legislation may be received. Specifically, it investigated the interplay between 508 teachers working in private schools in Macau, that identified themselves as being inclusive schools, and teachers� sentiments and attitudes towards the acceptance of inclusion and the role that Confucian values might play in shaping these attitudes. Discussion focusses on four key outcomes that need to be addressed if a significant improvement in including all children in regular schools in Macau is to be achieved. These include the need (1) to clarify the concept of inclusion at government, school, and teacher levels as it currently has ambiguous meaning; (2) to provide teachers with more opportunities to have systematic contacts with students with SEN, as this is crucial to improving their sentiments and attitudes toward people with disability; (3) to provide professional learning about inclusive education with better partnerships between teacher education institutions and schools to bridge theory and practice; and (4) to review the hidden influence of the subtle levels of time-honoured Confucian beliefs in Macau, which are not manifest nor easily detected but possibly have a deep impact on day-to-day practices.
Explore
USJ Theses and Dissertations
Academic Units
-
Faculty of Arts and Humanities
(11)
- Filipe Afonso (6)
- José Simões (4)
- Nuno Rocha (1)
-
Faculty of Business and Law
(10)
- Alexandre Lobo (5)
- Douty Diakite (2)
- Florence Lei (1)
- Jenny Phillips (1)
-
Faculty of Health Sciences
(4)
- Angus Kuok (3)
- Vitor Santos Teixeira (2)
-
Faculty of Religious Studies and Philosophy
(4)
- Cyril Law (4)
-
Institute of Science and Environment
(13)
- Ágata Alveirinho Dias (7)
- Chan Shek Kiu (2)
- David Gonçalves (2)
- Karen Tagulao (2)
- Raquel Vasconcelos (1)
- Thomas Lei (2)
-
Macau Ricci Institute
(1)
- Stephen Rothlin (1)
-
School of Education
(12)
- Elisa Monteiro (1)
- Keith Morrison (1)
- Rochelle Ge (1)
Resource type
- Book (1)
- Book Section (4)
- Conference Paper (8)
- Film (1)
- Journal Article (25)
- Magazine Article (2)
- Presentation (5)
- Report (7)
- Thesis (53)
- TV Broadcast (1)