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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。

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。

本文梳理聖多瑪斯去世至1323年列聖品之間，發生的圍繞其思想權威性的爭議與演變。在這近五十年中，多瑪斯思想的權威性在不斷的爭議與回應中逐漸形成，其中尤其針對他運用亞里士多德的哲學來闡釋天主啟示，及對貧窮勸諭的理解所衍生的論辯。作者指出，以道明會會士為 主的神學家致力於以多瑪斯思想為基點，回應各種反對多瑪斯思想的挑戰，過程中逐漸形成了具有統一性的多瑪斯學派，加以教會內各種歷史性因素，都促成了多瑪斯在1323年7月的亞維農被列入聖品。

As individuals reach 35, they often find that others no longer view them as young. Various theories of adult development suggest that the shift into middle age officially begins at 40. This stage is seen as a transitional period leading toward middle age, commonly referred to in our context as the ""35-year threshold"" or ""35-year crisis."" Therefore, the transformations and significant decisions faced by those aged 35 to 40 deserve attention to better understand the support necessary for a smooth transition into middle age. Research on those in the 35 to 40 age bracket is limited in many regions. This study seeks to identify the needs of early adults within this age group in our area, utilizing qualitative methods. By conducting in-depth interviews about the life experience of the interviewees and starting up writing the stories with the dimension of phenomenological pedagogy, we aim to capture participants' subjective experiences, shedding light on the psychological aspects of their decision-making during pivotal life events. In total, 20 participants aged 35 to 40 from our region were invited to contribute to this study. After three months of interviews and five months of analysis, the research identified four key factors influencing their decision-making attitudes toward major life events: a primary focus on family considerations, a perceived urgency to enact changes before turning 40, a pursuit of stability, and a desire for self-actualization while letting go of rigid expectations. Additionally, based on participants’ insights regarding support systems for Macau adults in this age group, five recommendations were proposed: enhancing family welfare policies, regular reviews of housing policies, promoting life education and diversified development for youth, addressing workplace stress and fostering continuous professional development, and increasing awareness of mental health. These measures aim to provide better support for individuals navigating life transitions or challenges. In summary, the insights gathered from participants provide important implications for adults, government bodies, and social workers regarding the services needed. This research underscores the essential support services for those aged 35 to 40 and suggests the creation of more customized programs and resources. 當踏入35歲後在別人眼裡已不再年輕，在許多成人發展理論定義上則認為踏入40歲後才算中年階段，35歲後正要開始步向中年的過渡時期，國內更稱為「35歲門檻」及「35歲危機」，所以35至40歲這個年齡階段的生活遇到的轉變和重大事件決策歷程，從而了解那些支援能讓這個年齡階段能順利過渡至中年階段，亦是值得進行探討及研究。 不同地區亦較少對35至40歲這個年齡人士進行研究，本研究為了解本澳35至40歲成年早期人士的需要，研究會採用質性研究，以深度訪談了解受訪者在研究題目當中有關的生活體驗，並以教育現象學作分析，期望從受訪者主觀表述其經驗，以了解35至40歲成年人士對於生活中重大事件的決策深層心理意涵與其真實想法。 本次研究共邀請20位本澳35至40歲之成年人士為對象，經過3個月的訪談及歷時5個月進行探討及總結，研究分析得出這個年齡階段之人士，他們面對重大事件作出決策取態的結果有以下四大重要元素：本澳35至40歲成年早期人士首先以家庭角度出發，其次認為時間不多需要在40歲前作出轉變並且追求穩定的生活，追求自我價值及放下執着。 另外，從受訪者提及如何支援本澳35至40歲之成年人的生活，共歸納出五項建議：完善家庭福利措施、定期檢視房屋政策、青年生命教育及多元發展、在職人士壓力及持續進修發展、促進心理健康的關注，讓他們能更有支援的情況下應對生活的轉變或挑戰。 最後，從各位受訪者的建議中整理及歸納，為成年人、政府相關單位及社會工作者在服務提供相關啟示，更能補充35至40歲這個年齡階段人士的生活所需之服務，以及作出更合意的支援方案與服務資訊作參考。

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。

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。

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。

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。