Abstract The aims of this study are to investigate the correlation between teachers’ perception on the school environment and the disabled students' participation in school activities. With students’ background information, the study also examines the differences in the participation in school activities among the disabled students. And, identify which potential environmental factors that might correlate with the participation in school activities. This is a survey study. Research questionnaires were sent to ten special schools in Macau. The main samples in the study were the teachers of inclusive classes and the special schools and classes. Moreover, each of the teachers were asked to select one 6 to 15 year-old student they knew well and to provide a variety of information about the student, so that we could get more information about the situation of the disabled students' participation in school activities, the interaction between the disabled students and their teachers and the relationship between participation in school activities of the disabled students and their school environment. There were 67 teachers participated in the study. The result revealed that teachers'perception on participation in school activities of the disabled students was statistically significance related to the school environment, and the teacher-student interaction. A significant difference existed between the level of teachers' perception on participation in school activities of the inclusive students and the non-inclusive students. Comparison of the 6 to 10 year-old students and the 11 to 15 year-old students, there was no difference in the level of teachers' perception on participation in school activities. About teachers’ perception on the school environment, there was a statistical significance between the inclusive educational school and the non-inclusive educational school. “Products and technology”, “Support and relationships” and “Attitudes, values and beliefs" were the environmental factors that were significantly related to the participation in school activities. Regression linear model revealed that teacher-student interaction and school environment were the most predictable variance for students' participation in school activities. To conclude, it is important that teacher-student interaction and school environment have much explanatory ability on students' participation in the school activities. The schools should focus on the enhancement of the environment, such as “Products and technology", “Support and relationships”and “Attitudes, values and beliefs” to improve the students' participation in the school activities.

中文摘要 本研究目的在研究澳門老師感知弱能學生的學校環境與學校活動的參與程 度之間的關係，並探究弱能學生不同的背景資料會否使學生在學校活動參與程度 出現差異，以及確認那些與參與學校活動有關的環境因素。 本研究為一調查研究。以調查問卷派發至澳門設有融合教育以及特殊教育的主流學校進行問卷調查，研究對象為融合教育及非融合教育老師，而問卷中有部分題目須由老師自行選出一位年齡介於6歲~15歲的學生作為對象來填答。主要透過老師可以較整體的了解弱能學生參與學校活動的情況、師生互動的關係以及了解學校環境與參與學校活動的關係。參加的老師共有六十七人。 研究發現，老師感知弱能學生參與學校活動的程度與學校環境、師生互動各存在顯著性的相關。老師感知整體融合生與非融合生參與學校活動的程度存在顯著性的差異。若以6歲~10歲階段以及11歲~15歲階段的弱能學生作比較，則無顯著的差異。對於感知學校環境方面，融合教育學校與非融合教育學校則存在顯著性的差異。「科技及產品」「支持和相互聯繫」和「態度」等環境因素與老師感知弱能學生學校活動的參與有顯著性的相關。迴歸分析顯示老師感知師生互動關係及學校環境較能預測弱能學生的學校活動參與。因此，師生互動關係及學校環境對弱能學生的學校活動參與程度最具解釋的能力。建議學校可從環境的支援著手，例如「產品科技」「支持和相互聯繫」以及「態度」等因素的改善來加強學生的學校參與程度。 關鍵詞:弱能學生 學校活動 參與 學校環境