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本研究採用質性研究法，旨在探討澳門教育碩士二年級學生的學習體驗、影響學習體驗的主要因素、學習過程中所面對的挑戰與困難，以及學生對課程優化的建議與期望。研究透過半結構式深度訪談十位教育碩士生，並加以整理與分析，以深入回應研究問題並歸納研究結論。研究結果顯示： （一）受訪學生普遍肯定課程對其專業知識和實務能力的提升作用，但指出理論與實踐之間存在明顯落差，特別是在統計分析與研究方法教學方面的支援不足。此外，積極的師生互動與同儕合作有助提升學習動機與成效，惟小組合作中常見的角色衝突、任務分配不均及教師指導不足等情況亦對學習體驗造成負面影響。 （二）影響學生學習體驗的關鍵因素包括：師資專業素質、院校資源配套、同儕互動質量及時間管理壓力。教師教學策略與專業水準對學習成效有直接影響，學生偏好案例導向與互動性強的教學形式。而院校資源方面，如數據庫使用受限、設施老化等問題亦限制了學生的學術發展。在職學生則面臨工作與學業角色衝突，影響學習的持續性與專注度。 （三）受訪學生普遍面臨理論與實踐銜接困難、學術能力落差、時間壓力與團隊協作挑戰等問題。跨專業學生對學術論文與與研究設計的掌握不足，需要更有系統的研究方法訓練。隨機分組亦導致成員能力不均，降低了合作效率。部份學生在資源使用與情緒管理方面亦顯得較為薄弱，進一步削弱其學習投入。課程定位與職業發展期望之間的落差對學習動機構成不利影響。 （四）學生建議課程可加強案例教學與實踐機會，增設研究方法進階訓練，並優化評價設計。採用更多元的評估形式。同時，應明確學術型與專業型課程的培訓目標，建立清晰的課程命名與專業認證制度，以提高學歷認受性及學生未來的就業競爭力。 最後，根據研究結果，本文提出若干針對澳門教育碩士課程之優化建議。並指出未來可延伸之研究方向，以持續深化對本澳教育碩士學習體驗的理解與關注。 This study adopted a qualitative research approach to explore the learning experiences of second-year Master of Education students in Macao. It investigated the factors that influenced their learning experiences, the challenges and difficulties encountered during their studies, and their expectations for curriculum improvement. Through semi-structured in-depth interviews with ten Master of Education students, the collected data was organized and analyzed to thoroughly address the research questions and summarize the research findings. The results indicate that: 1. Findings indicated that while participants generally affirmed the programme’s contribution to enhancing their professional knowledge and practical skills, they also identified a clear imbalance between theoretical instruction and practical application, particularly in the area of statistical analysis and research methodology. Positive student-teacher interactions and peer collaboration were seen to support motivation and learning outcomes. However, issues such as role conflict in group works, unequal task distribution, and insufficient teacher guidance negatively impacted their overall experience. 2. Key factors influencing students’ learning experiences included teacher quality, institutional support, peer relationships, and stress related to time management. Teaching strategies and educator’s expertise were found to directly affect course quality, with participants favouring case-based and interactive teaching approaches. However, limited access to databases and outdated facilities were seen as barriers to academic development. Working students also faced a conflict of roles between their professional responsibilities and academic commitments, which hindered their ability to maintain engagement. 3. Challenges commonly reported included difficulties bridging theory and practice, gaps in academic preparedness, time pressures, and team collaboration issues. Cross-disciplinary students often lacked a strong foundation in academic writing and research design and expressed a need for more structured research training. Random group allocation was seen to reduce group effectiveness. Additionally, some participants demonstrated limited capacity for resource use and emotional regulation, and this affected their learning engagement. Misalignment between course orientation and career expectations was also a factor in the decline in motivation. 4. Participants recommended increasing opportunities for case-based learning and hands-on experience, as well as enhancing research training and diversifying assessment methods. They also suggested clearer distinctions between academic and professional degree pathways and the establishment of a standardised course naming and a professional accreditation framework to improve recognition and employment competitiveness. Based on the findings, this study proposed several recommendations for improving the Master of Education curriculum in Macao. Future research directions are also suggested that may deepen an understanding of and support the development of postgraduate learning experiences within the local context.

Objectives: Appropriate support services have an important impact on inclusive students. If there is sufficient and appropriate support in school, it will help improve the learning, social interaction and social adaptation of inclusive students. The Macau SAR government has proposed to promote school-based therapy services in the future. This policy will help improve the appropriateness of school support for inclusive students. Language is the basis of learning, so the implementation of school-based speech language therapy services will inevitably help support the learning needs of inclusive students with language disorders in school. However, a deeper understanding of the current situation is needed in order to formulate an appropriate implementation plan. This study aims to understand the current front-line primary school teachers' understanding of the work of speech language therapists, characteristics of related impairments, difficulties in implementation, suggestions for school-based speech language therapy, so as to serve as reference information for future implementation plans. Method: This study conducted semi-structured interviews with 8 current primary school teachers from inclusive schools with different backgrounds. The interviews were recorded in the form of audio recordings, transcribed verbatim, and then coded and organized according to the research questions. Combined with the support of literature review, implementation suggestions were given for the school-based speech language therapy. Conclusion and limitations: The results show that teachers who studied special education and educational psychology have a higher understanding of the scope of speech language therapy than teachers who studied general education. Most teachers believe that the work scope of speech language therapists is mainly in oral expression, communication skills, and articulation correction. The interviewees all pointed out that there is currently no communication channel and direct contact point between teachers and speech therapists. The current difficulties related to speech language therapy include multiple aspects: teachers, parents and policies, such as teachers' lack of understanding of related impairments, low social acceptance, and lack of transparency of school information. The study also summarized government policies, school resources, environment and other factors that affect the effectiveness of speech language therapy, including evaluation process and waiting time for the evaluation, school support for government policies, parents and teachers' understanding and acceptance of speech language therapy, etc. The interviewees all agreed that there is a need to provide school-based speech language therapy services to solve the current difficulties in implementation, and also provided a number of implementation suggestions as a reference for the Macau SAR government in implementing relevant policies. However, the number of respondents was small, and it is suggested that a larger-scale study should be conducted. In addition to considering the number of samples, different stakeholders should also be included as respondents to formulate a well-balanced implementation guideline for promoting school-based treatment services from a more neutral perspective, so as to improve the teaching quality of students with special learning needs. 目的：合適的支援服務對融合生有著重要的影響，若在校內有足夠且適宜的支援，有助提升融合生的學習、社交、以及其適應社會的能力；澳門特區政府提出未來致力於推行校本治療服務，此政策有助提升在校支援對融合生的適切性；其中語言為學習的基礎，故校本語言治療服務的推行必然有助支援伴隨語言障礙融合生校內之學習需要。然而，在推行前需要對現況有更深入的了解，以便制定合宜的落實方案，是次研究旨在了解目前前線教師對語言治療師工作的認識、對相關障礙的了解、與語言治療相關的支援及溝通、實行上面對的困境、對校本語言治療的想法及推行建議，以作為日後推行計劃的參考資訊。 方法：是次研究透過與 8位不同背景現職融合學校小學教師進行半結構性訪談，訪談以錄音形式記錄，以逐字稿形式轉錄後，再根據探研究問題進行編碼及整理，結合了文獻回顧的支持，為日後落實校本語言治療給予落實建議。 結論及限制：結果顯示修讀特殊教育系、教育心理學系的教師對語言治療工作範疇的認識較修讀一般教育系的教師為高；大部分教師認為語言治療師的工作範疇主要在口語表達、溝通能力，以及構音糾正等面向，可見對語言治療師工作了解不透徹；受訪者均指出現時教師與語言治療師處於零溝通、零接觸的狀況，現時與語言治療相關的困境包括多個面向：教師、家長及政策，例如教師對相關的障礙認識不足、社會接納度低、校內資訊不透明等；研究亦歸納了政府政策、校內資源、環境等多項影響語言治療成效的因素，包括評估流程及輪候時長、校方對政府政策的支持度、家長及教師對語言治療的認識及接受程度等；受訪教師均一致認為有需要提供校本語言治療服務，以解決現時實行上的困境，亦對推行校本語言治療服務提供多項落實建議，以作為澳門特區政府在推行相關政策的參考資料；然而是次受訪人數太少，建議進行更大型的研究，除了人數的考量，亦可加入不同持份者作為受訪對象，以更中立的角度研判並平衡各持份者對推行校本治療服務的實施方針，以提升有特殊學習需要學生的教學品質。

This study aims to explore the effectiveness of mind mapping instruction on Primary 4 students’ Chinese reading ability. Using a pre-and post-test quasi-experimental design with a control group, two classes of fourth-grade students from a girls' school in Macao participated in the study, with one class as the experimental group (n = 25) receiving mind mapping reading instruction, and the other as the control group (n = 16) receiving general reading instruction. Both groups received instruction for about four weeks, with approximately three sessions per week for a total of 11 sessions of 40 minutes each (i.e., 440 minutes in total). The first five sessions focused on narrative texts, and the next five sessions focused on expository texts, with the last session as a summary session. Both groups took the pre-tests using the narrative text from PIRLS (2021) and the expository text from the A3 version of the Reading Comprehension Growth Test, and the post-tests using the narrative text from PIRLS (2016) and the expository text from the A2 version of the Reading Comprehension Growth Test. The experimental group also completed the form regarding their post-instruction feedback for mind mapping instruction. Mann-Whitney tests found that general reading instruction did not significantly improve Grade 4 students’ Chinese reading ability, whereas mind mapping instruction significantly improved Grade 4 students’ Chinese reading ability, with moderate effect sizes (rank-biserial correlation of 0.70 [narrative text] and 0.57 [expository text]). Multiple regression analysis showed that the experimental group scored 0.11-unit higher on the post-test scores of narrative text reading than the control group after controlling their pre-test scores on narrative text reading; the experimental group scored 0.13-unit higher on the post-test scores of expository text reading than the control group after controlling their pre-test scores on expository text reading. In addition, 19 (76%) students in the experimental group gave positive feedback for the mind mapping reading instruction. Recommendations for Chinese teachers, schools’ initiatives at advancing reading instruction, and the government’s endeavor at teacher training related to mind mapping instruction. Limitations of the current study and future research directions were also discussed. 本研究者旨在探究心智圖教學對提升小學四年級學生中文閱讀能力的成效。採用有對照組的前後測準實驗研究設計，選取澳門某女校四年級兩個班級的學生作為研究對象，一個班級作為實驗組（n = 25）接受心智圖閱讀教學，另一個班級作為對照組（n = 16）接受一般閱讀教學。兩組均接受為期大約4週的教學，每週大約3節課，共11節，每節課40分鐘，總共440分鐘;首5節進行記敘文教學，後5節進行說明文教學，最段1節進行教學總結。兩組在接受相應的閱讀教學前，均接受了PIRLS（2021）的文藝性文章和《閱讀理解成長測驗》A3版本的說明文閱讀測驗;在完成教學後，均接受了PIRLS（2016）的文藝性文章和《閱讀理解成長測驗》A2版本的說明文閱讀測驗。實驗組在完成心智圖教學後也填寫了《對心智圖教學的反饋問卷》。Mann-Whitney檢驗發現，一般閱讀教學沒有顯著提升四年級學生中文閱讀能力；心智圖閱讀教學顯著提升四年級學生中文閱讀能力，效應值達到中等程度（rank-biserial correlation為0.70[記敘文]和0.57[說明文]）。多重回歸分析表明，控制了記敘文閱讀前測分數之後，接受心智圖閱讀教學的學生在記敘文後測分數上會比接受一般閱讀教學的學生高0.11個單位；控制了說明文閱讀前測分數之後，接受心智圖教學的學生在說明文後測分數上會比接受一般閱讀教學的學生高0.13個單位。此外，19名（76%）接受心智圖教學的學生對心智圖教學給出正向的反饋，認為心智圖能幫助她們提升閱讀能力、分析和統整文章內容、歸納文章重點、增強對文章的記憶，以及提升閱讀的趣味性。研究者針對中文老師、學校閱讀教學的推動以及政府在心智圖教學培訓方面，提出相應的建議；對本研究的不足之處和未來研究的方向也給出了建議。

This study aims to investigate the current status of teaching difficulties and professional competencies among secondary school teachers working with students with special educational needs (SEN) in inclusive classrooms in Macao. It examines differences in teachers' teaching difficulties and professional competencies across various demographic variables. Furthermore, it explores the relationship between teachers' professional competencies and their teaching difficulties, as well as identifying the predictive factors influencing both aspects. A questionnaire survey method was employed, collecting 171 valid responses. Data analysis methods included descriptive statistics, independent samples t-tests, one-way ANOVA, Pearson correlation, and linear regression analysis. Key findings include: • Teachers reported a moderately low level of teaching difficulties related to inclusive education. • Teachers reported a moderately high level of professional competencies in inclusive education. • Significant differences in teaching difficulties were observed based on teachers' gender and participation in inclusive education training courses. • Significant differences in professional competencies were observed based on teachers' years of experience in inclusive education and their participation in inclusive education training courses, seminars and workshops. • A low negative correlation was found between teachers' teaching difficulties and their professional competencies. • Teachers' professional competencies significantly predict their teaching difficulties. • Gender significantly predicted teaching difficulties in inclusive education contexts. Based on these findings, relevant recommendations are provided. 本研究旨在瞭解澳⾨融合教育學校中學教師⾯對融合學⽣的教學困擾及融 合教育專業知能的現況與相關性，並分析不同背景變項下澳⾨中學教師的教學困 擾及融合教育專業知能之差異、融合教育專業知能對教學困擾的預測⼒，以及背 景因素對教學困擾的預測⼒。 本研究採⽤問卷調查法，回收有效問卷171份。問卷數據以描述性統計、獨 ⽴樣本T檢驗、單因⼦變異數分析、⽪爾遜積差相關、線性迴歸分析進⾏分析。 研究結果歸納如下： ⼀、 澳⾨中學教師融合教育教學困擾屬「中等偏低」程度。 ⼆、 澳⾨中學教師融合教育專業知能屬「中等偏⾼」程度。 三、 不同性別及融合教育課程進修的澳⾨中學教師融合教育教學困擾有顯著差 異。 四、 不同融合教育年資、融合教育課程進修及講座、⼯作坊參與的澳⾨中學教師 融合教育專業知能有顯著差異。 五、 澳⾨中學教師融合教育教學困擾與專業知能呈「低度負相關」。 六、 澳⾨中學教師的整體融合教育專業知能對融合教育教學困擾具微弱預測⼒。 七、 「性別」對融合教育教學困擾具微弱預測⼒。 本研究最後根據研究結果提出相關建議。

This study took 14 students with mild intellectual disabilities from a special education class in a Macao school as the research objects. Using the comparative method of experimental group and control group, it explored the influence of adaptive physical education fitness courses on the motor skills of special education students. The experimental group received a 12-week adaptive physical education fitness course, while the control group carried out traditional physical education teaching. The study adopted the motor skills assessment scale compiled by Liu Yijun to conduct pre-tests and post-tests on the two groups of students, and used SPSS software for statistical analysis. The results showed that the adaptive physical education fitness course had significant effects on improving most physical fitness and motor ability indicators of special education students. The experimental group showed significant differences (p<0.05) in the pre-test and post-test scores of 11 indicators, including BMI, sit-and-reach, one-minute knee flexion sit-ups, two-minute step test, etc. The traditional course only showed significant effects in the standing long jump project, and the differences in other indicators between the pre-test and post-test did not reach the statistical significance level. In addition, the experimental group was significantly better than the control group in the total manipulative movements and throwing indicators (p<0.05). The study indicates that adaptive physical education fitness courses can effectively improve the physical fitness and motor skills of special education students. Based on this, it is suggested to increase the class hours of healthy physical fitness, expand opportunities for diversified sports participation, integrate technological elements into innovative teaching methods, and incorporate interdisciplinary integration into daily teaching, providing new ideas and practical directions for physical education teaching in special education. 本研究以澳門某學校特殊教育班的 14 名輕度智能障礙學生為研究對象，採用實驗組與控制組對比的研究方法，探討適應體育體適能課程對特殊教育學生動作技能的影響。實驗組接受為期 12 週的適應體育體適能課程，控制組則進行傳統體育教學。研究採用劉怡君編制的動作技能評估量表，對兩組學生進行前測與後測，並運用 SPSS 軟體進行統計分析。 結果顯示：適應體育體適能課程在改善特殊教育學生的多數體適能和動作能力指標上具有顯著成效。實驗組在 BMI、坐姿體前屈、一分鐘屈膝仰臥起坐、兩分鐘登台階等 11 項指標上前後測分數差異顯著（p<0.05）。而傳統課程僅在立定跳遠項目上呈現顯著效果，其餘指標前後測差異均未達統計學顯著水準。此外，實驗組在操縱性動作總量與投擲指標上明顯優於對照組（p<0.05）。 研究表明，適應體育體適能課程能夠有效提升特殊教育學生的身體素質和動作技能。據此建議：增加健康體適能課時、拓展多元運動參與機會、創新教學方法融入科技元素以及跨學科融合滲透日常教學，為特殊教育體育教學提供了新的思路和實踐方向。

Language delay is an important issue that affects the early communication and learning abilities of young children. In recent years, there has been a great deal of interest in the family-centered intervention model, which emphasizes the teaching of Responsive Interaction Strategies to parents in order to optimize the family language environment. The purpose of this study is to investigate the effectiveness of this model of intervention for children with language delays and to understand the factors that contribute to their language progress. This study adopted a Mixed Methods Research Design, which combined quantitative experiments with qualitative interviews to analyze the effectiveness of the intervention and parents' perceptions of the family-centered model. The study was conducted with 10 children with speech and language delays aged between 2 and 3 years old. The subjects were randomly divided into experimental and control groups, and received the family-centered ""responsive interaction"" technique and the clinician-directed approach ""direct instruction"" respectively. The 12-week study consisted of a pre-test, an intervention period and a post-test. The quantitative study was conducted using the long version of the Macao contonese language screening scale for preschool children (MacCLASS-P), together with the Chinese Child Development Inventory(Cantonese version) to standardize the children's language comprehension and expression skills. Both the experimental and control groups received weekly 45-minute interventions during the intervention period, with the experimental group receiving a family-centered “responsive interaction” technique, where the therapist taught the parents the relevant skills and provided them with opportunities for practice, and the control group receiving clinician-directed approach ""direct instruction"". The control group received the clinician-directed approach ""direct instruction"". The qualitative study involved semi-structured interviews with the parents of the experimental group to investigate the experience of using the techniques and the changes in their children's language. The quantitative results showed that the experimental group made significantly more progress than the control group in overall language comprehension and expressive skills, but did not achieve significant differences in grammatical comprehension and pragmatics. The qualitative data further reflected that parents generally recognized the usefulness of the “responsive interaction” skills in facilitating children's progress from single words to complete sentences. In conclusion, this study demonstrated that the family-centered “responsive interaction” intervention model was effective in improving the language comprehension and expression of children with language delays, and that parental involvement strengthened the children's categorization and motivation in language learning. 語言發展遲緩是影響幼兒早期溝通與學習能力的重要議題，近年來，以家庭為中心的介入模式備受關注，強調透過教導家長「回應式互動」技巧（Responsive Interaction Strategies）來優化家庭語言環境。本研究旨在探討此模式對語言遲緩幼兒的介入成效，並了解造成其語言能力進步的因素。 本研究採用混合方法研究設計（Mixed Methods Research Design），將量化實驗與質性訪談相結合，以分析介入效果及家長對以家庭為中心模式的看法。本次研究對象為十名年齡介乎2至3歲的語言遲緩幼兒。受試者隨機分為實驗組及控制組，分別接受以家庭為中心的「回應式互動」技巧和以治療師主導的「直接教學法」介入。共十二週的研究包含前測、介入期與後測三部分。 量化研究採用《澳門粵語學前語言篩查測驗》長版，並配合《漢語溝通發展量表（廣東話版）》對幼兒語言理解和表達能力作標準化測量。實驗組及控制組幼兒在介入期均接受每週45分鐘介入，其中實驗組接受以治療師為主導的「直接教學法」並結合以家庭為中心的「回應式互動」技巧介入，治療師在堂上教授家長相關技巧和給予實踐機會；而控制組則接受以治療師為主導的「直接教學法」。質性研究則針對實驗組家長進行半結構式訪談，探討技巧應用經驗與幼兒語言變化。 從量化結果顯示，實驗組在整體的語言理解和表達能力的進步幅度皆顯著優於控制組，惟語法理解和語用並未達至顯著差異。質性資料則進一步反映家長普遍認同技巧實用性，促進幼兒從單詞進階至完整句子表達。 綜合而言，本研究證實以家庭為中心的「回應式互動」介入模式能有效提升語言遲緩幼兒的語言理解和表達能力，且家長參與強化了幼兒在語言學習的類化與積極性。

In Macau, inclusive students refer to students with special educational needs who can receive education alongside their peers in regular classes with minimal special education support. With the advancement of inclusive education policies, an increasing number of students with special educational needs are placed in regular classrooms. However, whether parents are willing to transition their children from regular students to inclusive students plays a key role in the practice of inclusive education. This study aims to explore the experiences and feelings of parents at a Catholic primary school in Macau during the process of their children transitioning from regular to inclusive students. The research questions include: What is the psychological journey of parents during the transition of their children from regular to inclusive students? What factors facilitate or hinder parental decision-making? What are parents’ feelings and thoughts after their children became inclusive students? The researcher employed a qualitative research method using semi-structured one-on-one interviews with six parents (all mothers) and analyzed the interview data using grounded theory. The findings reveal that parents' psychological journey involves a dynamic shift from recognizing their children's difficulties, experiencing doubt and resistance, to accepting assessment and identity confirmation. The decision-making process is influenced by multiple factors, including family support, support from teachers or professionals, the ‘inclusive student’ label, and public information about inclusive education. The study also found that parents generally found that their children's academic performance improved after becoming inclusive students, and that the family atmosphere became more harmonious than before. However, they also had concerns about their children's social skills and future transition to secondary school after becoming inclusive students. They hope that schools and educational authorities can provide more publicity, resources, and support to better implement inclusive education, such as enhancing teacher professional training, offering educational resources, and improving public understanding of inclusive education and inclusive students. Overall, despite the challenges of the transition process, parents demonstrate their own adaptation and growth throughout this journey. 在澳門融合生是指只需要小量的特殊教育支持就能在普通班與同班同學一 起接受教育的有特殊教育需要的學生。隨著融合教育政策的推進，越來越多有特 殊教育需要的學生被安置於普通班中。然而，家長是否願意讓子女由普通生轉為 融合生，是融合教育實踐中的關鍵環節。本研究旨在探討澳門某天主教小學家長 在子女由普通生轉為融合生過程中的經歷與感受。研究問題包括：將子女從普通 生轉為融合生的過程中，家長的心理歷程是怎樣的？有哪些因素會促進或阻礙家 長的決策？將子女從普通生轉為融合生之後，家長的感受和想法是怎樣的？研究 者採用半結構化一對一訪談的質性研究方法對六位家長（均為母親）進行深入訪 談，並採用扎根理論進行訪談數據分析。研究發現家長的心理歷程經歷了從覺察 子女的困難、懷疑與抗拒，到接受評估與身份確認的動態轉變。決策過程受多重 因素影響，包括家庭支持、教師或專業人員的支持、“融合生”標籤、融合教育 的公共資訊等。研究也發現，家長在子女成為融合生後普遍認為子女的成績有所 進步，家庭氣氛比以往更加和諧，但同時對子女的社交能力和未來升中學的問題 有擔憂。她們普遍希望學校及教育當局能提供更多宣傳、資源和支持，以更好地 實施融合教育，例如提升教師專業培訓、加強輔助教學資源、提升公眾對融合教 育和融合生的正確認識。整體而言，儘管轉變過程充滿挑戰，但家長在這個過程 中呈現了自身的適應與成長。

This study focuses on the field of inclusive education using qualitative methods, conducting semi-structured interviews with eight secondary school teachers in a school in Macau that is not participating in inclusive education programs. Employing ecological systems theory, it explores their understanding, perceptions, willingness toward inclusive education, the challenges they face, and their suggestions. The findings reveal that interactions among various systemic levels shape teachers' attitudes. At the macrosystem, limited societal understanding and prevalent public prejudices against students with special needs influence teachers' perceptions and acceptance. The exosystem highlights a lack of professional training and policy support, undermining teachers' capabilities and confidence. Communication barriers between teachers, parents, and colleagues within the mesosystem hinder the exchange of information about students with special needs. At the microsystem, teachers' personal perceptions and experiences mold their attitudes, where stereotypes and negative experiences impact their approach and, consequently, student learning. To address these challenges, teachers suggest that Macau should establish bachelor's degree programs, enhance teacher training, and increase societal advocacy. Additionally, schools should create teams focused on inclusive education and ensure the provision of necessary resources. Based on these insights, this study suggests that school should build inclusive education teams and provide school-based training programs, and the government should improve the practicality of teacher training and enhance public and parental understanding of inclusive education, to facilitate its effective implementation by teachers. 本研究聚焦於融合教育領域，採用質性研究方法，透過半結構式訪談收集 八位澳門非參與融合教育計劃學校中學教師的見解，並以生態系統理論為框 架，探討他們對融合教育的認知、看法、實施意願和挑戰，以及他們的建議。 研究發現，各系統間相互的影響形成了教師的態度。在宏觀系統上，社會 對融合教育的認識不足、大眾對融合生的偏見會影響教師對融合生的看法和接 納程度。在外部系統中，教師感受到專業培訓和政策支持的缺失，削弱了他們 實施融合教育的能力和信心。而在中間系統，教師與家長及同事的溝通上出現 障礙，使得教師在獲取融合生信息方面遭遇挑戰。微觀系統中，教師的認知和 經驗進一步塑造了他們的態度，他們雖認識到融合生有特殊需求，但對融合生 的刻板印象影響着學生的發展。此外，失敗的經驗、工作壓力也對他們的態度 造成負面影響，繼而影響到學生的學習。受訪教師提出，高等院校應設立學士 學位，政府應加開教師培訓，同時加強社會宣導，學校亦應建立融合教育小組 和提供適當的設備，以改善現存的問題。 基於上述發現，本研究建議學校成立融合教育小組和提供校本培訓，並呼 籲政府加強教師培訓的實用性、提高家長和公眾對融合教育的宣導，以協助教 師有效實施融合教育。

This study investigates the stress levels experienced by mainstream schoolteachers in Macao when working with students with special educational needs (SEN). Using a quantitative research approach, the study examines the current conditions faced by these educators. ""Mainstream schools"" in this context refer to private school not participating in the government’s inclusive education program. The research employed a questionnaire survey targeting kindergarten, primary, and secondary school teachers across Macao’s mainstream schools. Data were collected using a self-designed instrument, the Macao Mainstream Teachers’ Stress Questionnaire in Working with SEN Students, through via snowball sampling. A total of 92 valid responses were received. Statistical analyses—including one-sample t-tests, independent t-tests, one-way ANOVA, confirmatory factor analysis (CFA), and structural equation modeling (SEM)— were conducted, obtaining the following results: 1. Macao mainstream schoolteachers reported moderate-to-high stress levels when working with SEN students, with the ""student behavioral issues"" representing the most significant stress domain. 2. No significant differences in overall stress or subscale scores were observed across teachers’ gender, teaching experience, educational qualifications, or teaching stages（kindergarten/primary/secondary 3. Teachers with different professional backgrounds exhibited significant differences in overall stress, student-related issues, curriculum and teaching , and professional competence, but not in support systems. 4. Significant differences in support systems were found among teachers holding different roles or teaching different student types, though no disparities emerged in other dimensions. 5. Student-related issues, professional competence, and support systems with a notable directional influence with curriculum and teaching. Also significant correlations were identified between Professional competence and support systems. Based on these findings, the study proposes actionable recommendations for educational authorities, school administrators, frontline teachers, and future researchers. 本研究主要探討澳門普通學校教師在面對有特殊教育需要學生時的壓力情 況，透過量性研究的方法，了解澳門普通學校教師的實際情況。普通學校是指沒 有參與政府融合教育計劃的私立學校。 本研究採用問卷調查法，以全澳普通學校的中、小、幼教師為研究對象，以 自編的「澳門普通教師在面對有特殊教育需要學生時的壓力調查問卷」為研究工 具蒐集數據。研究採用滾雪球方式填答，共收回有效問卷91 份。使用單一樣本 t 檢定、獨立樣本t 檢定、單因子等級變異數據分析、單因子變異數據分析、驗證性因子分析、構建結構方程模型統計方法，進行資料處理分析，獲得結果如下： 一、 澳門普通學校教師在面對有特殊教育需要學生時壓力現況呈「中等程度」， 其中「學生問題」層面的壓力相對最大。 二、 不同性別、服務年資、最高學歷、任教學段在整體教師壓力及各層面上沒有顯著差異。 三、 不同專業背景教師在「整體壓力」、「學生問題」、「課程教學」、「專業能力」上有顯著差異。而在「支持系統」上沒有顯著差異。 四、 擔任不冋職務及教授不同學生類型的教師在「支持系統」上有顯著差異。 而在其他層面上沒有顯著差異。 五、 「學生問題」、「專業能力」及「支持系統」與「課程教學」呈預測效應。 「專業能力」與「支持系統」呈顯著相關。 最後，本研究根據研究成果提出具體建議，供教育相關部門、學校行政、前線教師及未來研究者參考應用。

本研究旨在圖卡兌換溝通系統訓練對無口語能力的雷特氏症學生溝通行爲之學習成效，此研究會以單一個案研究的A-B設計進行，以一位高中的雷特氏症學生為研究對象，以圖卡兌換溝通系統（Picture Exchange Communication System，簡稱 PECS）的第一階段和第二階段作為研究目標。由研究者及助理員一同記錄個案在進行研究時的結果，經過研究結果顯示： 一.圖卡交換溝通系統（PECS）階段一對雷特氏症狀的學生具有學習之成效。 二.圖卡交換溝通系統（PECS）階段二對雷特氏症狀的學生具有學習之成效。 本研究綜合上述結果，提出對教導雷特氏症學生溝通行爲教學提供相關建議。 This study aims to investigate the learning outcomes of Picture Exchange Communication System (PECS) training on the communication behaviors of non-verbal students with Rett Syndrome. The research will adopt a single-case A-B design, focusing on a high school student with Rett Syndrome. The first and second phases of PECS will be set as the research objectives. The researcher and assistant will jointly record the case's performance during the study. The results show that:. Results show: 1.PECS Stage 1 is effective for students with Rett syndrome. 2.PECS Stage 2 also shows effectiveness for these students. Based on these findings, the study offers relevant suggestions for teaching communication behaviors to students with Rett syndrome.

This study explores the influence of digital game-based learning on the English learning outcomes and learning motivation of first-grade primary school students in a private girls' school in Macau. The researcher used the Wordwall digital game platform as the medium and conducted teaching experiments using the quasi-experimental research method. Two classes were divided into the experimental group (n=24) and the control group (n=21) according to the convenient sampling method. The digital game-based learning method was integrated into the teaching materials and school-based self-compiled content. The experimental group implemented the digital game-based learning method for 8 weeks. Using the Wordwall game platform once a week, and 20 minutes each time, the control group maintained the traditional didactic teaching method. The research tools included a self-compiled learning effectiveness test and a learning motivation scale. The total score of the learning effectiveness test was 40 points, and the total score of the learning motivation scale was 120 points. Data analysis was conducted using paired sample t-tests and independent sample t-tests. The research results show that: (1) The score of the experimental group in the post-test of learning outcomes was slightly higher than the control group, indicating that the digital game-based learning method has a positive impact on students' learning outcomes. (2) In terms of learning motivation, the post-test score of the experimental group was slightly higher than the pre-test score, while the control group showed the opposite, indicating that the digital game-based learning method has a positive impact on students' learning motivation. According to the research results, it is suggested that the following can be revised in future studies including (1) expand the scope of research samples and objects, (2) extend the time of teaching experiments, (3) adopt diversified assessment tools, (4) consider teaching environment and teacher factors, (5) conduct learning analysis for individual differences, and (6) carry out cross-disciplinary integration and teaching mode innovation. Exploring the impact of digital game-based learning on students' learning outcomes and motivation from more diverse perspectives. 本研究旨在探討數位遊戲式學習對澳門某私立女校小學一年級學生的英語學習成效和學習動機之影響。研究者以Wordwall數位遊戲平台為媒介，並透過準實驗研究法來進行教學實驗，將兩個班級按方便取樣的方式分為實驗組（n=24）和控制組（n=21），把數位遊戲式學習法融入教材和校本自編內容當中，實驗組實施為期8週的數位遊戲式學習法，每週使用Wordwall遊戲平台1次，每次使用時間為20分鐘；控制組則維持傳統講述法教學，研究工具包含自編的學習成效測驗卷和學習動機量表，學習成效測驗卷的總分為40分，學習動機量表的總分為120分，並以配對樣本t檢定與獨立樣本t檢定進行數據分析。 研究結果顯示：（1）在學習成效方面，實驗組的後測得分稍微高於控制組，顯示數位遊戲式學習法對學生的學習成效具正面影響。（2）在學習動機方面，實驗組的後測分數稍微高於前測分數，控制組則相反，顯示數位遊戲式學習法對學生的學習動機具正面影響。 根據研究結果顯示，建議未來的研究可擴大研究樣本和對象範圍、延長教學實驗的時間、採用多元化的評量工具、考慮教學環境和教師因素、針對個別化差異進行學習分析、進行跨領域整合和教學模式創新，以更多元的角度探討數位遊戲式學習對學生學習成效和學習動機的影響。

The Administrative Regulation No. 29/2020 on the Special Education System has been officially implemented since September 2021. The promulgation and enforcement of this important regulation mark that Macao's special education cause has entered a new era of development. In the overall system of special education, the teaching staff has always played a vital role. Their professional literacy, teaching status, and career feelings directly affect the quality and effectiveness of special education, and further concern the growth and future development of special students. This study focuses on the group of special education teachers in Macao, with the core goal of in-depth exploring various situations in their career. Specifically, it mainly revolves around teachers' current status, including their actual feelings in the teaching process, faced difficulties and challenges, as well as their demands and expectations for professional development. Meanwhile, it emphasizes the analysis of the current situation of teachers' professional achievement motivation, understanding the inner satisfaction and achievement gained in special education work, and further explores various factors affecting teachers' professional achievement motivation, such as the school management environment, parents' cooperation degree, society's cognition and support for special education, and teachers' own professional growth background. This study adopts qualitative research methods and semi-structured interviews, uses Grounded Theory three-level coding to carefully and deeply interpret teachers' statements, so as to extract core information and key themes. On this basis, it summarizes and draws research conclusions: Social perception shows obvious polarization in the public's cognition of special education teachers;School environment indicates that the working environment has an important impact on teachers' professional achievement motivation. The lack of effective communication and collaboration mechanisms among colleagues, and even interpersonal conflicts, lead to teachers' difficulty in obtaining good interpersonal support and cooperative atmosphere at work, reducing their work enthusiasm and achievement motivation; Personal development shows that teachers generally lack clear plans and specific schemes for career planning, thus hindering long-term career development. This study further proposes a series of practical countermeasures and suggestions, aiming to improve the professional achievement motivation of special education teachers in Macao from multiple aspects, including school management, educational policy formulation, social support system construction, and teachers' own professional development, so as to provide solid talent support and guarantee for the sustainable development of Macao's special education cause. It ensures that every special student can obtain sufficient growth and development opportunities in a high-quality educational environment, better integrate into society, and realize their own value and potential. 《特殊教育制度》第29/2020號行政法規自2021年9月起正式落地實施，這一重要法規的頒布與執行，標誌著澳門特殊教育事業踏入了一個全新的發展時期。在特殊教育的整體體系中，教師隊伍始終扮演著至關重要的角色，其專業素養、教學狀態以及職業感受等各個方面，均直接影響著特殊教育的質量與成效，進而關乎特殊學生的成長與未來發展。 本研究將目光聚焦於澳門特殊教育教師群體，以深入探究其在職業生涯中的多種情況為核心目標。具體而言，主要圍繞教師自身當下的狀態，包括其在教學過程中的實際感受、面臨的困難與挑戰，以及在專業發展方面的訴求與期望；同時著重對教師職業成就感的現狀進行剖析，了解在特殊教育工作過程中收穫的內心滿足感及成就感；並進一步挖掘影響教師職業成就感的各類因素，如學校管理環境、家長配合程度、社會對特殊教育的認知與支持力度，以及教師自身的專業成長背景等多個層面。本研究採用質性研究方法和半結構訪談法，運用紮根理論三級編碼對教師們的言辭進行細緻拆解與深入解讀，從而提取出核心資訊與關鍵主題，並在此基礎上進行歸納總結，最終得出的研究結論，社會評價：大眾對特殊教育教師的認知呈現出明顯的兩極分化。學校環境： 工作環境方面對教師職業成就感產生重要影響。同事之間缺乏有效的溝通協作機制，甚至存在人際衝突，導致教師在工作中難以獲得良好的人際支持與合作氛圍，降低其工作積極性與成就感。個人發展： 教師在職業生涯規劃方面普遍缺乏明確的打算與具體的計劃，從而對長期職業發展產生了一定的阻礙。 本研究進一步提出了一系列切實可行的對策與建議，旨在從學校管理、教育政策制定、社會支持體系建設以及教師自身專業發展等多個方面著手，提升澳門特殊教育教師的職業成就感，為澳門特殊教育事業的可持續發展提供堅實的人才支撐和保障。確保每位特殊學生都能在優質的教育環境中獲得充分成長與發展的機會，更好地融入社會，實現自身價值與潛能。

Teacher efficacy and resilience are critical factors influencing educational quality and student development. Teacher efficacy refers to teachers' beliefs in their capability to manage classrooms, implement instructional strategies, and engage students effectively. Resilience, on the other hand, denotes teachers' ability to adapt and respond positively to stress and challenges. This study aims to examine the current status of teacher efficacy and resilience among non-tertiary education teachers in Macao and to explore their differences and interrelations across various demographic variables. The target population comprised non-tertiary teaching staff in the 2024/2025 academic year. A questionnaire survey was conducted using the Teachers' Sense of Efficacy Scale （TSES） and the Connor-Davidson Resilience Scale （CD-RISC）, via the Tencent Questionnaire platform, with 125 valid responses collected from Macao non-tertiary teachers. Data analysis included descriptive statistics, independent sample t-tests, and one-way ANOVA to assess differences in teacher efficacy and resilience across demographic groups. Structural equation modeling was employed to test the predictive effect of resilience on teacher efficacy. In total, eleven demographic variables were collected, including gender, age, marital status, highest educational qualification, teacher training background, years of service (including the current academic year), school type, school size, main teaching level, primary job role, and religious belief. Given the focus and scope of the study, and with reference to commonly explored variables in related literature, gender, age, and years of service (including the current academic year) were selected for detailed analysis to examine differences in teacher efficacy and resilience. Other demographic variables were also subjected to preliminary statistical examination; however, the results did not show significant differences. Findings revealed a significant positive correlation between resilience and teacher efficacy, with resilience shown to be a significant predictor. While most background variables showed no significant impact, age was found to significantly affect teacher efficacy. This study provides empirical evidence on the connection between teacher efficacy and resilience in Macao's educational context, offering insights for the development of teacher support systems and professional growth strategies. 教師效能感與抗逆力對教育品質與學生發展具有關鍵影響。前者反映教師對自身教學能力的信念，影響其教學策略、班級經營與學生互動；後者則指教師面對壓力與挑戰時的適應與調節能力。本研究旨在探討澳門非高等教育教師的教師 效能感與抗逆力之現況，並分析不同背景變項下兩者之差異與關聯。 本研究以2024/2025學年非高等教育教學人員作研究對象，採用問卷調查法， 分別運用「教師效能感量表」（TSES）與「抗逆力量表」（CD-RISC）在「騰訊問 卷」平台進行線上問卷調查，對125名澳門非高等教育教師進行測量。數據分析方面，除採用描述性統計外，亦運用獨立樣本T 檢驗與單因子變異數分析，探討 背景變項在教師效能感與抗逆力上的差異；並透過結構方程模型進一步檢驗抗逆力對教師效能感的預測作用。 本研究共蒐集十一項背景變項，包括性別、年齡、婚姻狀況、最高學歷、師資培訓背景、服務年資（含本學年）、學校類別、學校規模、主要任教階段、主 要擔任職務及宗教信仰。考量到篇幅安排及研究焦點在於教師效能感與抗逆力的關係上，參照文獻中較常探討之變項，本研究選擇針對性別、年齡與服務年資（含 本學年）進行詳細分析，作為探討教師效能感與抗逆力差異情形之依據。其餘背景變項亦曾進行初步統計檢視，惟分析結果未呈現顯著差異。 研究結果顯示，大部分背景變項對教師效能感與抗逆力皆無顯著影響，惟年齡對教師效能感具有顯著差異。教師抗逆力與教師效能感之關係呈正相關，且抗逆力具預測效能感之作用。 本研究藉了解澳門教師效能感與抗逆力之間的關聯，為澳門教育環境下教師支持系統與專業發展策略提供參考。

This study aims to explore the work stress and coping strategies of inclusive education resource teachers in Macau primary schools during long-term online courses. Based on the findings, the study seeks to understand the characteristics of work stress and coping mechanisms among primary school resource teachers, providing recommendations for future practices and references for relevant educational authorities. The research methodology involved interviewing seven primary school resource teachers, with interview data analyzed through thematic analysis. The findings revealed six sources of work stress for resource teachers in long-term online courses: First, parental and Societal Expectation Stress: Pressure from parental supervision, passive cooperation, and challenges in teaching innovation exacerbate psychological burdens, impacting online teaching effectiveness and teacher-student interaction quality. Second, technological Adaptation and Resource Limitations: Teachers face technological challenges, financial burdens, and environmental disruptions, affecting online teaching quality and efficiency. Third, workload and Career Development Stress: Online teaching intensifies dual responsibilities, peer competition, and salary inequity, worsening occupational stress and job dissatisfaction. Fourth, student Learning Outcomes and Behavior: Students’ technological inadequacies, lack of focus, low cooperation, difficulty in receiving feedback, and emotional issues increase teaching burdens and hinder online interaction effectiveness. Fifth, personal Health and Work-Life Balance: Online teaching exacerbates physical and mental strain, including physical fatigue, role conflict, and pandemic-related anxiety, undermining teaching stability and occupational security. Sixth, policy and Institutional Constraints: Ambiguous policies and poor course arrangements during the pandemic heighten decision-making pressure and psychological strain, diminishing teaching efficacy. In response to these stressors, teachers adopted tailored coping strategies. Finally, based on the findings, this study proposes recommendations for educational authorities, schools, primary school resource teachers, personal well-being, and future research. 本研究旨在探討澳門小學長期線上教學融合教育資源教師的工作壓力和因應的方式，並根據研究結果，了解小學資源教師的工作壓力與因應特性，以作為未來實務之建議及相關教育單位參考。在研究方法上，共訪談七位小學資源教師，並透過主題分析法分析訪談資料。研究結果發現小學資源教師的長期線上教學工作壓力來源有六個：（1）家長與社會期望壓力：家長監督壓力、消極合作與教學創新挑戰加劇教師心理負擔，影響線上教學成效與師生互動品質；（2）技術適應與資源限制：教師面臨技術挑戰、經濟負擔與環境干擾，影響線上教學品質與效能；（3）工作負擔與職業發展壓力：線上教學加重教師雙重任務、同儕競爭與薪資失衡，加劇職業壓力與工作不滿；（4）學生學習效果與行為：學生技術與專注力不足、配合度低、回饋難掌握及情緒問題，加劇教師教學負擔，影響線上互動成效；（5）個人健康與生活平衡：線上教學致教師身心負荷加劇，其中包括生理疲勞、角色衝突與疫情焦慮，衝擊教學穩定性與職業安全感；（6）政策與制度限制：疫情間政策模糊與課程安排失當，加劇教師決策壓力與心理負荷，影響教學效能。而針對疫情期間不同的壓力源，教師採取相對應的壓力因應方式。最後，本研究根據研究結果對教育主管機關、學校單位、小學資源教師、生活方面及未來進行之研究，提出相關建議。

The essence of education, which is 'to foster goodness and rectify the lost,' profoundly reveals that it is about promoting students' strengths and compensating for their shortcomings. The core concept of inclusive education follows this vein, emphasizing acceptance and integration to ensure that every student can learn and grow in the same educational environment, and providing the most appropriate teaching based on the characteristics of the students. However, teachers face many challenges in implementing inclusive education, including a lack of professional knowledge, scarce resources, etc. This study conducted in-depth interviews with frontline teachers in Macau, collecting views on inclusive education from teachers who have never received inclusive education training and those who have received different types of training, elucidating the difficulties they encounter in teaching practice, and their views on the existing training system, in order to further improve teacher training in inclusive education. The results show that most teachers have a positive attitude towards inclusive education and agree with its concept and value, but teachers who have never received and those who have received professional inclusive education training still face many difficulties in actual teaching. Therefore, teachers have expressed the need for inclusive education training to better cope with the challenges in inclusive education. Based on the interview results, two specific suggestions were made for the current inclusive education training: one is to increase targeted short-term training courses and establish a feedback mechanism; the other is to enhance the localization of the curriculum to make the training content more in line with Macau's educational environment and actual needs. This study aims to propose specific plans to optimize inclusive education training by analyzing teachers' actual needs and suggestions, in the hope of enhancing teachers' professional competence and further promoting the development and practice of inclusive education. “教也者，長善而救其失者也”，深刻揭示教育的本質，即發揚學生的優點並彌補其不足。融合教育的核心理念與此一脈相承，強調通過接納與共融，確保每位學生都能在同一教育環境中共同學習與成長，並根據其特質提供最適合的教學。然而，教師在實施融合教育的過程中面臨諸多挑戰，包括專業知識不足、資源匱乏等問題。本研究通過對澳門前線教師進行深度訪談，收集未曾接受融合教育培訓和接受不同融合教育培訓的教師對融合教育的看法、闡述其在教學實踐中遇到的困難，以及對現有培訓體系的看法，以期能夠進一步完善融合教育的師資培訓。 研究結果顯示，大部分教師對融合教育持正面態度，認同其理念與價值，但未曾接受和已接受融合教育培訓的教師，在實際教學中仍面臨諸多困難。因此，教師表達對融合教育培訓的需求，以更好地應對融合教育中的挑戰。 基於訪談的結果，對現行的融合教育培訓提出兩方面的具體建議：一是增加具針對性的短期培訓課程，並建立反饋機制；二是加強課程的本土化，使培訓內容更貼合澳門的教育環境與實際需求。 本研究旨在通過分析教師的實際需求與建議，提出優化融合教育培訓的具體方案，以期能夠提升教師的專業素養，並進一步推動融合教育的發展與實踐。

This study examines the collaboration between kindergarten teachers and resource teachers in Macau's inclusive early childhood education settings, focusing on the extent of their collaboration, challenges, satisfaction, support needs, and suggestions for improvement regarding collabroation. The study surveyed 53 kindergarten teachers and 15 resource teachers from inclusive kindergartens in Macau. Key findings are: (1) Over 60% of kindergarten teachers and all resource teachers had collaborative experience, and both parties reported they primarily used the ""one teaching, one assisting"" co-teaching model; (2) Over 70% of kindergarten teachers reported less than 30 minutes of weekly discussion time with resource teachers, while 40% of resource teachers reported about one hour per week for discussion with kindergarten teachers ; (3) Both groups identified communication as the main challenge; (4) Primary collaboration areas included case information exchange and teaching strategy discussions; (5) Overall satisfaction was above average, with highest satisfaction in ""positive attitude"" and lowest in ""support system;"" (6) Teachers expressed high support need for professional training and parent training; and (7) Both groups emphasized the key to improve collaboration relates to enhanced communication and more professional training and development. Based on these findings, recommendations were offered with a focus on establishing comprehensive support networks and communication platforms at policy, school, and teacher levels. 本研究旨在探討澳門幼稚園教師與資源教師在學前融合教育環境中的合作現況，包括合作程度、合作中遇到的狀況、合作滿意度、對合作的支援需求、以及對合作的建議。研究採用問卷調查法，研究對象包括澳門參與融合教育計劃的幼稚園中的53名幼稚園教師和15名資源教師。結果顯示，(1) 6成以上幼稚園教師與資源教師有合作經驗;資源教師全部都有與幼稚園教師合作的經驗，雙方教師都認為開展最多的合作教學類型是「一人教學，一人協助」;（2）雙方合作時間有限，7成以上的幼稚園教師表示每週與資源教師討論時間少於30分鐘，而有4成資源教師表示每週討論時間約1小時;(3)雙方教師表示合作時最大的困難是溝通協調;(4)最主要的合作領域是交流個案的基本情況和討論學生的教學策略;(5)兩組教師對合作的整體滿意度高於中等程度，其中「正面態度」維度滿意度最高，「支援系統」維度滿意度最低;(6)教師對專業培訓和家長培訓的支援需求較高;(7)雙方教師都認為「加強溝通」和「增加教師培訓與專業發展」是改善合作的關鍵。根據這些研究結果，筆者建議從政策、學校及教師三個層面著手，建立完善支援網絡、多元交流平臺，並持續提升教師專業能力。

This study investigates the relationship between special education professional competence and inclusive education attitudes among general school teachers in Macao, aiming to understand how these factors influence the development of inclusive education in the region. 310 valid questionnaires were collected from local general school teachers through surveys incorporating 14 background variables, analyzed using statistical methods including independent samples t-tests, one-way ANOVA, and ordinal one-way ANOVA. Qualitative interviews further supplemented the findings. The results show: 1. General school teachers in Macao demonstrated a relateively high level of ""overall special education competence"" and its five dimensions: ""general special education knowledge,"" ""curriculum design competence,"" ""instructional design competence,"" ""assessment competence,"" and ""classroom management competence."" 2. Teachers showed positive ""overall inclusive education attitudes"" across three dimensions: ""cognitive,"" ""emotion,"" and ""behavior."" 3. Nine background variables showed significant differences in special education competence: ""age,"" ""teaching experience,"" ""special education experience,"" ""participation in inclusive education courses offered by the Education and Youth Affairs Bureau (EYAB),"" ""participation in EYAB workshops/seminars,"" ""pre-teaching relevant experience,"" ""level of support from special education professionals,"" ""frequency of colleague communication regarding inclusive students,"" and ""number of inclusive students in the class with the highest inclusion rate."" 4. Five variables show significant differences in attitudes toward inclusive education: ""age,"" ""teaching experience,"" ""special education experience,"" ""pre-teaching relevant experience,"" and ""frequency of colleague communication on inclusive student issues."" Part of the qualitative interview results are consistent with the quantitative results. Additionally, Pearson Correlation Analysis was conducted, revealing a positive correlation between special education professional competence and attitudes toward inclusive education. Qualitative findings revealed additional insights: 1. Teachers identified five influencing variable for special education competence: ""gender,"" ""educational background,"" ""professional specialization,"" ""job position,"" and ""teaching stage."" 2. Teachers identified four variables impacted inclusive education attitudes: ""educational background,"" ""professional specialization,"" ""job roles,"" and ""number of inclusive students in the class with highest inclusion rate."" 3. ""Personality traits"" was a critical factor in teachers’ inclusive education attitudes: teachers with more positive, open, and patient dispositions showed stronger inclusive education attitudes. 4. ""Teacher-student relationship"" positively influenced both competence and attitudes, with better relationships correlating with higher proficiency and more favorable attitudes. Qualitative data primarily served to support and enrich the quantitative findings. 本研究以澳門普通學校教師為研究對象，探討教師在融合教育中的特教專業知能及融合教育態度之相關情況，並瞭解特教專業知能及融合教育態度對澳門融合教育發展之影響，從而由受訪者提供可提升相關因素的建議。研究一共收集了310位本澳普通學校教師的資料，14個背景變項，使用獨立樣本t檢定，單因子變異數分析、單因子等級變異數分析進行統計。結果顯示： 1）本澳普通教師在「整體特教專業知能」及其「一般特教知能」、「課程設計知能」、「教學設計知能」、「課程評核知能」及「班級經營知能」五大層面也屬於較好程度。 2）本澳普通教師在「整體融合教育態度」及其「認知」、「情感」及「行為」三大層面也屬於較好程度。 3）「年齡」、「教學年資」、「特教年資」、「修讀教青局所舉辦融合教育課程進修」、「修讀教青局所舉辦有關的講座/工作坊」、「任教前相關經驗」、「特殊教育專業人員的支援程度」、「就融合生問題而與同事溝通時間頻率」及「任教班級中最多融合生的班級之融合生人數」等九個背景變項在特教專業知能中呈顯著差異。 4）「年齡」、「教學年資」、「特教年資」、「任教前相關經驗」及「就融合生問題而與同事溝通時間頻率」等五個背景變項在融合教育態度中呈顯著差異。 而質性訪談有部分結果與量化結果相似，因此質性能解釋量化的情形。此外，亦通過獨立皮爾遜積差相關分析進行統計。結果顯示：特教專業知能與融合教育態度相互呈正相關。 再者，在質性訪談結果中有不同的發現，結果顯示： 1）本澳普通學校教師認為「性別」、「學歷」、「專業背景」、「擔任職務」、「任教階段」等五個背景變項在特教專業知能中有影響。 2）本澳普通學校教師認為「學歷」、「專業背景」、「擔任職務」、「任教班級中最多融合生的班級之融合生人數」等四個背景變項在融合教育態度中有影響。 3） 「人格特質」是影響教師融合教育態度的其中一個決定性因素，越正面積極、開放性態度越高及越有耐性，在融合教育態度上越正面。 4） 「師生關係」可能是影響教師特教專業知能及融合教育態度的其中一個決定性因素，即師生關係越好，特教專業知能及融合教育態度越好。 而質性所得出之結果主要是用來支撐及補充量化研究的結果之發現。

The purpose of this paper is to investigate the discrepancy between the current situation of primary school teachers' participation in ‘professional development activities’ and the professional development objectives in the law in the light of the implementation of the current Private Framework law and the operation of the Cultura n.º 88/2018, and to examine the effectiveness of the Cultura n.º 88/2018. In order to achieve this research objective, this study adopted qualitative interviews with two school managers, six primary school general teachers, and one legislator, and then summarised the findings using thematic analysis. It was found that the respondents generally believed that the number of professional training courses offered by DESJ had increased after the Secretary's Directive was issued, which was helpful to school-based training and to teachers in catching up with the number of hours of training, and that the practicality of the training courses had increased to a certain extent based on the different positions of the workplace. On the other hand, due to the different job positions, there were different views and opinions on the practicality and coverage of the training programmes. It was also found that the general concern of the respondents on ‘Quadro geral do pessoal docente das escolas particulares do ensino não superior’ and ‘Despacho do Secretário para os Assuntos Sociais e Cultura n.º 88/2018’ was more inclined to the situation of the hourly allowances and activity enrolment in the professional development provisions, and they were not concerned about the relevant laws and regulations that support the purpose of professional development. Meanwhile, the study found that the majority of primary school teachers are still at the stage of solving teaching challenges in their ‘professional development process’. The study found that the top-down management decision-making model is not only the key to hindering the ‘professional development process’, but also the cyclical factor that makes it difficult to improve the current situation and the difficulties of teachers in teaching, so this paper tries to summarise the findings and make suggestions on the way forward from different perspectives and ways. Therefore, this paper also tries to summarise and suggest a pathway from different perspectives and approaches. This paper consists of six chapters, which are divided into four parts, namely, Background, Literature, Interviews and Analysis, and Conclusion and Recommendations. It will be researched and investigated at both macro and micro levels, and finally, through the combination of macro and micro perspectives, it will be summarized to give feasible and operational recommendations. In the first part of the development of education in Macau from a more macroscopic viewpoint in the Introduction, Background of the Study, and the law of Macau education introduction. 1. Historical background (Brief historical background of the development of education in Macao)Political perspectives (comparison of the differences between the professions political environments) 2. Industry Views and Reactions (Newspaper) 3. Reality situation (‘Quadro geral do pessoal docente das escolas particulares do ensino não superior’ and ‘Despacho do Secretário para os Assuntos Sociais e Cultura n.º 88/2018’) 4. Legal perspectives (restrictions and impacts on education under the current legal system) The second part explores the definition of professional development in education with different literatures, including the comparison of the differences of the profession in different political environments, as well as the Macao situation in comparison with it, the definition and the development path. It analyses the legislative background of the ‘Quadro geral do pessoal docente das escolas particulares do ensino não superior’ and ‘Despacho do Secretário para os Assuntos Sociais e Cultura n.º 88/2018’, and the comparative analysis of the meaning of the ‘Order of the Secretary for Social Affairs and Culture No. 88/2018’. The third part of the interviews and analyses examines the current situation of the annual professional development training for primary school teachers in Macao after the implementation of ‘Quadro geral do pessoal docente das escolas particulares do ensino não superior’. ‘Despacho do Secretário para os Assuntos Sociais e Cultura n.º 88/2018’ after the introduction of the current situation and challenges to the professional development of frontline stakeholders, and even to the actual teaching or management operations. A qualitative research methodology was adopted and subdivided into three sections: 1. In-depth interviews were conducted with a total of eight stakeholders at different levels, including six serving senior elementary school teachers and two school managers. Also a current member of the Legislative Assembly. 2. Collected and excerpted a total of nine elementary school teacher dissertation studies from St. John's University. 3. Summarize and analyze the interviews and excerpts, presenting in an objective and microcosmic manner and actual situations faced by teachers under the Macao's political system relevant laws and regulations, and to respond to and substantiate the points made in Part I of the literature review. The fourth part, Conclusions and Recommendations, finally combines the literature review, interviews and analysis, and integrates both macro and micro perspectives, as well as borrowing and citing existing legal and philosophical perspectives, to compile legal, feasible and practical suggestions on pathways that may be able to break through the challenges, improve the situation of teachers, and help to promote the professional development of teachers. "本研究旨在探究不同背景的小學教師囿於現行《私框》法律的實施，以及《88/2018司長批示》運作下參與「專業發展活動」的現況與法律中的專業發展目標之差異情形，以及檢視《88/2018司長批示》成效。為達此研究目的，本研究採用質性訪談2位學校管理層、6位小學普通教師、1位立法者，再以主題分析法歸納研究結果，發現受訪者中普遍認為司長批示出台之後，教青局的專業培訓課程數量有所增加，這對於校本培訓以及教師追趕培訓時數上有一定幫助，另一方面，基於工作崗位不同的關係，對培訓課程的實用性、涵蓋範圍等各有不同見解和意見，並發現受訪者中普遍對《私框》和批示的關注點，較為傾向於對專業發展條文中的時數津貼與活動報名的情況，且對於輔助專業發展目的的相關法律法規並不關心。同時透過研究發現，現時大部分小學普通教師在「專業發展進程」中仍停留在解決教學挑戰階段，研究發現由上而下的管理決定模式，既是當前教師認為妨礙「專業發展進程」的重要關鍵，也是難以改善現況，造成教師教學困難的循環因素，故本文亦嘗試以不同之角度和方式給予總結和路徑建議。 本文共六章，主要分為四個部分，分別為背景探討、文獻探討、訪談及分析以及總結和建議。並將會分別透過宏觀和微觀兩個層面去作研究和探討，並最終以宏觀與微觀兩個角度結合，透過總結歸納，給出可行和具操作性的路徑建議。 本文首先會採取以下四種角度，分別在緒論、研究背景、前題導讀中，以較為宏觀視角去剖析本澳教育發展的輪廓： 1. 大致歷史脈落（本澳教育發展歷史背景簡述） 2. 業界意見及反應（新聞報章） 3. 現實狀況 （《基力》、《課框》的影響） 4. 法律觀點（現行法律制度下對教育的限制和影響） 而第二部分則以不同文獻探討教育專業發展之定義，包括不同政治環境下專業的差異對比，以及與之對比澳門狀況，定義和發展路徑。分析《非高等教育私立學校教學人員制度框架》簡稱《私框》的立法背景、《第88/ 2018號社會文化司司長批示》簡稱《88/ 2018司長批示》的內涵對比分析。 第三部分訪談及分析，研究澳門小學教師年度專業發展培訓在《非高等教育私立學校教學人員制度框架》簡稱《私框》實施後的現況，《第88/ 2018號社會文化司司長批示》簡稱《88/ 2018司長批示》出台後對前線持份者的專業發展、乃至實際教學或管理操作的現況和挑戰。則採用質性研究法，並細分為三個環節： 1. 分別對六名現職資深小學教師、兩名學校管理層等共八名不同位階的持份者，以及現任立法會議員作深度訪談。 2. 收集及節錄共九份聖若大學小學教師論文研究。 3. 對訪談及節錄作總結和分析，以客觀和微觀方式呈現教師在澳門的政治體制和相關法律法規下所面臨的實際狀況，對應和證實第一部分文獻探討中所得出的觀點。 第四部分總結和建議，最終結合文獻探討、訪談及分析，結合宏觀與微觀兩個角度，並借用和引用現行法律、哲學等角度，整理出有可能可以突破挑戰、改善教師處境、有助推動教師專業發展的合法、可行和具操作性的路徑建議。"

The incidence of self-injurious behavior (SIB) in children with Autism Spectrum Disorder (ASD) ranges from 35% to 60%. Common types of SIB include head-banging, hair-pulling, arm-biting, eye-poking, skin-scratching and other behaviors. Functional Behavior Assessment (FBA) and function-based behavioral interventions have been shown to reduce SIB in children with ASD. However, there is limited research on this subject in Macao. This study applies a single-subject alternating treatment design to conduct an FBA on the self-injurious behavior of a child with ASD in Macao, followed by the implementation of a function-based behavioral intervention, aiming to effectively reduce the frequency or intensity of SIB in children with ASD. Based on the results of this study, the conclusions are as follows: a) Based on the Functional Behavior Assessment, the main functions of self-injurious behavior in the child with ASD are identified as escape from task demands and access to tangible items; b) Function-based intervention strategies (such as functional communication training, FCT) significantly reduce the occurrence of SIB in children with ASD. In this case study, the frequency of SIB markedly decreased, and the improvement was maintained even after the intervention was withdrawn; c) Based on the results of FCT, both independent communication behaviors (picture cards and the speech-generating device BigMac) effectively reduced the child’s SIB. However, the child learned to use the BigMac as an alternative communication behavior more quickly, and there was no occurrence of self-injurious behavior while using BigMac, whereas SIB occasionally occurred when using picture cards; d) Function-based intervention strategies demonstrate a good social validity, with the child’s teachers expressing agreement with the research’s implementation process and outcomes. 自閉症譜系障礙（Autism Spectrum Disorder，ASD）兒童自傷行為的發生率高達35%-60%，常見的類型包括撞頭、拉頭髮、咬手臂、戳眼睛及抓皮膚等。功能行為評估和基於功能的行為干預有助於降低自閉症兒童的自傷行為，然而，澳門相關的研究較少。本研究採用單一被試交替處理設計對1名澳門自閉症兒童的自傷行為開展功能行為評估，並制定相應的基於功能的行為干預。研究結果顯示：a) 基於功能行為評估，可以確定該自閉症兒童自傷行為的主要功能為逃避任務及獲得實物；b) 採用基於行為功能的干預策略（即功能性溝通訓練），可以有效降低該自閉症兒童自傷行為的頻率，且在撤銷干預後仍能維持改善效果；c) 根據功能性溝通訓練的結果，學習兩種獨立溝通行為（圖卡和言語生成設備BigMac）均有助於減少該兒童的自傷行為，但相對而言，他更快學會使用BigMac這個替代溝通行為，而且在使用BigMac的實驗時段中完全沒有出現自傷行為，而使用圖卡時會出現自傷行為；d) 基於行為功能的干預策略具有良好的社會效度，該自閉症兒童的教師對研究的實施過程及成效表示認同。