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 - TY - RPRT TI - Validating the use of the 24-item long version and the 12-item short version of the Teachers’ Sense of Efficacy Scale (TSES) for measuring teachers’ self-efficacy in Macao (SAR) for inclusive education AU - Monteiro, Elisa AU - Forlin, Chris AB - Validation of the Teachers’ Sense of Efficacy Scale (TSES) for use with teachers in Macao (SAR) was undertaken to determine its usefulness as a measure of teacher self-efficacy for inclusive education. This paper discusses the results found by analyzing various versions of the TSES and TSES-C in a Chinese format with 200 pre-service teachers in Macao (SAR).  Psychometric analyses were undertaken to investigate the validity of the existing scales and the three and two factor solutions. The results indicated a preferred 9-item version that produced improved factor loadings and reliabilities. The use of a relatively quick and short scale to measure such a complex phenomenon as teacher self-efficacy is discussed. Issues are raised regarding generalizability of scales and the impact of culture, demographics, and edifying issues that may impact on the usefulness of such scales. DA - 2020/06/09/ PY - 2020 DP - emeraldopenresearch.com LA - en PB - Emerald Open Research SN - 2:36 UR - https://emeraldopenresearch.com/articles/2-36 Y2 - 2023/04/04/11:02:45 KW - Inclusive education KW - Macao KW - scale development KW - self-efficacy ER - TY - JOUR TI - Home–School Collaboration in Assessment, Placement, and Individual Education Plan Development for Children With Special Education Needs in Macao: The Views of Parents AU - Correia, Ana AU - Teixeira, Vitor AU - Forlin, Chris T2 - School Community Journal AB - The aim of this study was to explore home–school collaboration in the areas of assessment, placement, and Individual Education Plan (IEP) development for children identified with disabilities or special educational needs (SEN) in Macao. Despite the noted benefits of parent–school partnerships from prior research, minimal research has been conducted from the perspective of parents of children with SEN to examine whether these partnerships materialize in the context of Macao. Participants included 115 parents of school-aged children diagnosed with SEN. They provided demographic information and completed a 36-item questionnaire derived from two validated instruments. The research identified a range of factors which hinder parental involvement in decision-making and in the inclusion of children with SEN in optimal ways in Macao schools. Parents indicated they were not receiving relevant information and assessment feedback from the teachers; they were minimally involved in the IEP process, and their children were not receiving one-to-one support, regardless of the type of placement. Parents also underlined issues related to the timing of assessment procedures. Parents of children attending special classes in regular schools voiced more satisfaction with support provision than parents of children following the full inclusion model. Recommendations about how services could be improved for greater parental involvement are discussed. Key Words: parental involvement, school–family collaboration, inclusion, special educational needs, Macao, Individual Education Plans, IEP DA - 2021/// PY - 2021 VL - 31 IS - 1 UR - https://www.adi.org/journal/2021ss/CorreiaEtAlSS21.pdf ER - TY - CHAP TI - Enhancing Teacher Education by Utilizing a Revised PGDE Curriculum as a Fundamental Resource for Inclusive Practices in Macao AU - Monteiro, Elisa AU - Forlin, Chris T2 - International Perspectives on Inclusive Education A2 - Goldan, Janka A2 - Lambrecht, Jennifer A2 - Loreman, Tim DA - 2021/01/18/ PY - 2021 SP - 147 EP - 164 PB - Emerald Publishing Limited SN - 978-1-80043-457-8 UR - https://www.emerald.com/insight/content/doi/10.1108/S1479-363620210000015012/full/html Y2 - 2021/12/06/09:27:04 KW - Inclusive education KW - Knowledge transfer KW - Pedagogical practice KW - Post-graduate diploma in education KW - Programme design KW - Teachers ER -