Your search

Quality inclusive education creates educational opportunities for all students to achieve enhanced educational outcomes, and the quality of inclusive teaching depends on teachers’ knowledge, skills, resources and school support. However, not all schools are implementing inclusive education well enough to cater to the learning needs of students with special educational needs. This phenomenological case study explored the perspectives and experiences of five teachers in one inclusive secondary school in Macau. An Interpretative Phenomenological Analysis (IPA) of the in-depth semi- structured interview data revealed four themes: varied conceptualisations of inclusive education, professional training in inclusive practice, professional knowledge and practice experiences, and challenges to implementing inclusive education. Generally, while the teachers demonstrated awareness and some understanding of inclusive education, they also expressed the need for more knowledge and skills to implement inclusive education effectively in their schools. Additionally, they referred to time pressure, workload and insufficient professional development as impeding their personal processes of evolving inclusive teaching in their school. Recommendations were made considering Booth and Ainscow's (2002) Index of Inclusion to enable effective development and practice of inclusive education in the Macau secondary school and extend this to other schools