Placement, inclusion, law and teachers' perceptions in Macao's schools. Issue 9 (2nd September 2018)

• Record Type: Journal Article
• Authors: Teixeira, Vitor; Correia, Ana; Monteiro, Elisa; Kuok, Angus C.H.; Forlin, Chris
• Is Part Of: International journal of inclusive education. Volume 22:Issue 9(2018)
• Page Start: 1014
• Page End: 1032
• Publication Date: 2018-09-02
• Subjects: Disability -- education policy -- inclusive education -- special education needs -- special education; Inclusive education -- Periodicals; Mainstreaming in education -- Periodicals; 371.9
• DOI: 10.1080/13603116.2017.1414318
• Languages: English
• ISSNs: 1360-3116

Abstract

ABSTRACT: 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.