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Placement, inclusion, law and teachers’ perceptions in Macao’s schools

Resource type
Authors/contributors
Title
Placement, inclusion, law and teachers’ perceptions in Macao’s schools
Abstract
In Macao, the government has initiated a debate regarding revisions in the Decree Law in order to promote a more inclusive schooling system. In this Special Administrative Region of China, inclusive education is one of three possible types of special education that are likely be legislated in the future. The way the teachers perceive the different aspects related to inclusive education, namely the principles, concepts and law, is essential for its full implementation. The aim of this study is to understand teachers’ perceptions about the proposed amendments in the consultation document for changes in the special education regime. In particular, we focus on teachers’ acceptance of the recommended role of parents, the proposed placement models and expectations for teacher training. A mixed-methods approach with a survey of a sample of 500 teachers in private schools and interviews to a sub-sample of 20 provide the data. While agreeing in principle with the majority of the proposed changes in the Decree Law, there were several reservations made by the teachers, especially regarding the extent of parental choice, placement decisions and teacher training. Recommendations to continue the pathway for a more inclusive education system in Macao and for further research are made.
Publication
International Journal of Inclusive Education
Volume
22
Issue
9
Pages
1014-1032
Date
September 2, 2018
DOI
10.1080/13603116.2017.1414318
ISSN
1360-3116
Accessed
2/17/21, 9:46 AM
Library Catalog
Taylor and Francis+NEJM
Extra
5 citations (Crossref) [2022-03-04] Publisher: Routledge _eprint: https://doi.org/10.1080/13603116.2017.1414318
Citation
Teixeira, V., Correia, A., Monteiro, E., Kuok, A., & Forlin, C. (2018). Placement, inclusion, law and teachers’ perceptions in Macao’s schools. International Journal of Inclusive Education, 22(9), 1014–1032. https://doi.org/10.1080/13603116.2017.1414318
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