教師特教專業知能、學校行政支持與特教教學調整之關係——以澳門普通學校教師為例

This research takes the Macao ordinary school teachers as the research object, discusses the correlation between teachers’ special education professional knowledge, school administrative support and special education instructional adjustment in inclusive education. Moreover, this study attempts to understand the impact of special education professional knowledge and school administrative support on the special education instructional adjustment. The study collected data from 612 ordinary school teachers, and collected relevant data through “Pearson’s product-difference correlation analysis” and “stepwise regression analysis”. The results show that: 1) Special education professional knowledge, school administrative support, and special education instructional adjustments are all significantly positively correlated(p< .01); 2) special education professional knowledge with school administrative support has a significant predictive power for “environmental adjustment”, “curriculum adjustment”, “teaching adjustment”, “assessment adjustment” and “overall special education instructional adjustment”(p< .05), and the explanatory variabilities are between 49.7% and 62.0%. Finally, suggestions are made based on the results of this research for reference by teachers, schools and the government.