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The Collaboration and Challenges Faced by Therapists within Professional Inclusive Education Teams in Macau =: 澳門治療師在融合教育專業團隊中的合作情況及挑戰

University of Saint Joseph

Macau

2023

92

chi

The Collaboration and Challenges Faced by Therapists within Professional Inclusive Education Teams in Macau =

Library Catalog (Koha)

M-ED 2023 LAO,PEK

Supervisor : Kiiko IkegamiThis study aims to explore collaboration and the challenges faced by therapists within professional inclusive education teams in Macao. Through a series of semi-structured interviews with 15 therapists, the study gains an in-depth understanding of the treatment services, duration, frequency and teamwork approaches by therapists working within professional inclusive education teams. Furthermore, the challenges encountered by therapists providing services were analysed through relevant literature and theories. The research findings are as follows: 1. Therapeutic services in Macao can be divided into four categories: ""service within Public schools"", ""service within Private schools"", ""attending Private schools when required"" and ""service delivery for Private schools' off-campus"" in terms of different clients, locations, appointment methods and employment status; 2. Therapists who provide ""service within Public schools"" and ""service within Private schools"" have opportunities to a mix use of direct, indirect and consulting service models. Also, therapists can employ an interdisciplinary collaboration model; 3. Therapists who ""attend Private schools when required'' and those who provide “service delivery for Private schools' off-campus'' deliver single-focused services that typically use a client-direct service model. They lack opportunities to provide indirect and consulting service models for professional teams. Most of the respondents used a multidisciplinary collaboration model; 4. The influencing factors for treatment service delivery and collaboration models are based on policy requirements, school approaches, employment methods, communication channels, seniority and role positioning of therapists, etc.; 5. The challenges faced by therapists include limitations of treatment service resources, insufficient student information from schools, professional limitations of therapists, and communication difficulties and participation within individualized education plans. Based on the results of this study, the researchers present recommendations in respect of therapeutic service policy, school planning and therapists in Macao. The dissertation also includes proposed directions for future research in order to strengthen professional team collaboration in Macao 本研究旨在探討澳門融合教育中治療師與專業團隊合作的情況及面對的挑戰，透過對15位治療師的半結構訪談，深入了解受訪者運用的治療服務方式、時長、頻率及團隊合作模式等情況，並以文獻及理論為基礎探討治療師服務過程中遇到的挑戰。研究結果如下： 1. 澳門治療服務按服務對象、地點、任用方式及任職方式的不同，可分為：「公校駐校」、「私校駐校」、「私校入校」及「私校校外」四大種類； 2. 「公校駐校」及「私校駐校」治療師有機會混合使用直接、間接及諮詢三種服務方式，運用專業間合作模式； 3. 「私校入校」及「私校校外」治療師服務方式較單一，以直接服務為主，欠缺機會為專業團隊提供間接及諮詢服務，大部份受訪者運用多專業合作模式； 4. 治療服務方式及合作模式的影響因素包括：政策要求、學校態度、受聘方式、溝通渠道、治療師年資及角色定位等； 5. 治療師面對的挑戰包括：治療服務資源的限制、欠缺學生在校資訊、治療師專業局限性、溝通困難及個別化教育計劃參與度。 基於本研究結果，研究者對澳門治療服務政策、學校規劃及治療師三個方面提出建議。文本還包括未來研究方向，以加強對澳門專業團隊合作的研究。In Partial Fulfillment of the Requirements for the Degree of Master of Education in the School of Education, University of Saint Joseph, Macau, July/2023

• Master Dissertations
  • School of Education
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