Results 2 resources
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
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.
Monteiro, E., Kuok, A., Correia, A., Forlin, C., & Teixeira, V. (2019). Perceived efficacy of teachers in Macao and their alacrity to engage with inclusive education. International Journal of Inclusive Education, 23(1), 93–108. https://doi.org/10.1080/13603116.2018.1514762
This paper reports findings of a mixed methods study examining private school teachers’ perceptions of efficacy in dealing with the challenges presented by inclusive education in Macao. This is highly pertinent after the Government invited consultation to propose changes to amendments of the Decree Law of 1996 concerning the education of students with Special Education Needs (SEN) which will likely see private schools being required to accept these students in the future. Within the context of teacher preparedness for inclusive education, the study found that a number of teachers felt that they were not at all prepared to teach students with SEN. Whilst some teachers suggested that they lacked skills and knowledge in teaching in inclusive classrooms, some felt overwhelmed with the challenges. The teachers proposed that they would need to know how to provide instructional adaptations and modifications to support students with SEN. Implications for continuous development of teacher training and education are discussed within the context of improving teacher efficacy and how private school teachers could better respond to the challenges of inclusive education in Macao.