TY - JOUR TI - THE INTERPLAY BETWEEN A CONFUCIAN-HERITAGE CULTURE AND TEACHERS' SENTIMENTS AND ATTITUDES TOWARDS INCLUSION IN MACAU AU - Correia, Ana AU - Forlin, Chris AU - Teixeira, Vitor Manuel dos Santos AU - Kuok, A. C. H. AU - Monteiro, Elisa AB - Macau Special Administration Region (Macau SAR) is in the process of revising legislation concerning special and inclusive education. While the institutional discourse revolves around establishing inclusive education, it is unclear as to how the proposed changes will enable or depress this from occurring. This research, therefore, examined teachers’ attitudes towards inclusion as an indication of how well the new legislation may be received. Specifically, it investigated the interplay between 508 teachers working in private schools in Macau, that identified themselves as being inclusive schools, and teachers’ sentiments and attitudes towards the acceptance of inclusion and the role that Confucian values might play in shaping these attitudes. Discussion focusses on four key outcomes that need to be addressed if a significant improvement in including all children in regular schools in Macau is to be achieved. These include the need (1) to clarify the concept of inclusion at government, school, and teacher levels as it currently has ambiguous meaning; (2) to provide teachers with more opportunities to have systematic contacts with students with SEN, as this is crucial to improving their sentiments and attitudes toward people with disability; (3) to provide professional learning about inclusive education with better partnerships between teacher education institutions and schools to bridge theory and practice; and (4) to review the hidden influence of the subtle levels of time-honoured Confucian beliefs in Macau, which are not manifest nor easily detected but possibly have a deep impact on day-to-day practices. DA - 2019/11/20/ PY - 2019 DO - 10.5281/ZENODO.3548921 DP - USJ Library UR - https://zenodo.org/record/3548921 Y2 - 2022/10/30/17:08:06 ER - TY - JOUR TI - The Effect of Self-Efficacy and Role Understanding on Teachers’ Emotional Exhaustion and Work Engagement in Inclusive Education in Macao (SAR) AU - Kuok, A. C. H. AU - Teixeira, Vitor AU - Forlin, Chris AU - Monteiro, Elisa AU - Correia, Ana T2 - International Journal of Disability, Development and Education AB - This study examined responses from 508 full-time teachers working in inclusive schools in Macao (SAR). The intention was to understand the teachers’ perceptions about their roles and how they responded to inclusive practices in their school. Teachers’ perceived levels of emotional exhaustion and cognitive work engagement were assessed in relation to several professional competencies (self-efficacy with using inclusive instruction, collaborating with parents and paraprofessionals, and managing disruptive behaviours), as well as the organisational variable of role understanding. Regression analysis showed that teachers’ self-efficacy with using inclusive instruction was found to be the most powerful negative predictor of emotional exhaustion; while self-efficacy for managing disruptive behaviours was a positive predictor of teachers’ cognitive work engagement. Teachers’ level of understanding of their role and that of their schools was a negative predictor of emotional exhaustion and a positive predictor of cognitive work engagement. Moreover, it further confirmed that the concept of co-existence between work engagement and burnout can be applied to inclusive teachers. Results were interpreted in relation to management in inclusive schools in Macao and were followed by a discussion on the implications of enhancing inclusive education. DA - 2020/08/20/ PY - 2020 DO - 10.1080/1034912X.2020.1808949 SP - 1 EP - 19 LA - English SN - 1034-912X, 1465-346X UR - https://www.tandfonline.com/doi/full/10.1080/1034912X.2020.1808949 Y2 - 2021/01/29/07:32:21 ER - TY - JOUR TI - Placement, inclusion, law and teachers’ perceptions in Macao’s schools AU - Teixeira, Vitor AU - Correia, Ana AU - Monteiro, Elisa AU - Kuok, A. C. H. AU - Forlin, Chris T2 - International Journal of Inclusive Education AB - 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. DA - 2018/09/02/ PY - 2018 DO - 10.1080/13603116.2017.1414318 DP - Taylor and Francis+NEJM VL - 22 IS - 9 SP - 1014 EP - 1032 SN - 1360-3116 UR - https://doi.org/10.1080/13603116.2017.1414318 Y2 - 2021/02/17/09:46:13 KW - Disability KW - education policy KW - inclusive education KW - special education KW - special education needs ER - TY - JOUR TI - Perceived efficacy of teachers in Macao and their alacrity to engage with inclusive education AU - Monteiro, Elisa AU - Kuok, A. C. H. AU - Correia, Ana AU - Forlin, Chris AU - Teixeira, Vitor T2 - International Journal of Inclusive Education AB - 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. DA - 2019/01/02/ PY - 2019 DO - 10.1080/13603116.2018.1514762 DP - Taylor and Francis+NEJM VL - 23 IS - 1 SP - 93 EP - 108 SN - 1360-3116 UR - https://doi.org/10.1080/13603116.2018.1514762 Y2 - 2021/02/17/09:36:15 KW - Inclusive education KW - Macao KW - teacher education KW - teacher efficacy ER -