探討澳門學生輔導員在中學融合教育下的挑戰

Abstract

本研究目的為瞭解澳門中學階段學生輔導員在融合教育中的任務，並探討其在實踐過程中的困難與挑戰。研究採用質性研究的建構主義取向為方法論基礎，透過滾雪球取樣方式招募10位受訪者，皆為現職或過去三年曾於中學階段任職，同時具備至少一年融合生輔導服務經驗的駐校學生輔導員。研究以一對一的半結構式訪談蒐集資料，Bronfenbrenner（1979）所提出的生態系統理論作為分析架構，結果顯示澳門中學階段學生輔導員身處於一個受跨層次系統交織影響的融合教育場域，並歸納出四大主軸：「輔導員與融合生的微觀支持」、「家校協作與特教團隊的中介挑戰」、「校園網絡與資源配置的外部挑戰」以及「制度與社會結構的宏觀挑戰」。最後，研究針對輔導員、學校、機構及政府機關四個層面提出具體建議。

This study aims to understand the roles of school counselors in Macao secondary schools within the context of inclusive education, and to explore the difficulties and challenges encountered in practice. Guided by a constructivist approach in qualitative research, ten participants were recruited through snowball sampling. All were either currently serving or had served in secondary schools within the past three years, with at least one year of experience in providing counseling services to students with special educational needs. Data were collected through one-on-one semi-structured interviews, and Bronfenbrenner’s ecological systems theory (1979) was adopted as the analytical framework. Findings reveal that counselors operate within an inclusive education environment shaped by multi-level systemic interactions, and four major themes were identified: “micro-level support between counselors and students with special needs,” “meso-level challenges in home–school collaboration and special education team mediation,” “exo-level challenges in campus networks and resource allocation,” and “macro-level challenges rooted in institutional and social structures.” Finally, recommendations are proposed at four levels: counselors, schools, organizations, and government agencies.