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For over a 100 years, Macau’s Pataca has been tied to Macau’s identity, its independent financial existence and its links to the Lusophone world. Its role as a supporter of the Macau identity relies upon the strength and capabilities of its financial institutions, the Macau Monetary Authority and banking institutions that issue its currency (Banco Nacional Ultramarino and Bank of China). The paper aims to discuss the above issue.

The author uses statistics and data from the Macau Monetary Authority.

There are three possible scenarios that could emerge: first, retired in favor of the RMB, the HK dollar; second, maintained with its use expanding as Macau’s revenues and investment funds grow, or third, become a force for stronger economic cohesion and identity among the Lusophone nations.

Which of these scenarios will offer Macau the highest possibility of maintaining its international network of relationships and representation, diversifying its economy into new growth markets and playing a unique role in China’s twenty-first century destiny?

This paper studies a rarely discussed topic and focuses on a core component of Macau’s existence.

The purpose of this paper is to review the present status and relationship of Macau to Brazil and to a provide the historical context for that relationship.

This paper takes the approach of interviews, an extensive review of Portuguese and English language periodicals of Macau, Brazil, USA extending back to 1950s, and a review of the key secondary literature.

Efforts to promote a relationship between Macau and Brazil since 1961 have been laudable, but have not resulted in either a meaningful economic relationship or systematic cultural links.

Trade-wise Hong Kong is much better positioned to interface with Brazil than Macau. Brazil established strategic trade and diplomatic relations with China 25 years prior to Macau’s return to China in 1999 and without any intermediation by the city.

A strategic plan is needed to develop Macau’s links to Brazil based upon that country’s vast array of cultural strengths, which include sports, music, dance, religion, language, education, cuisine, environment resources, technology and the presence of a significant Macanese Diaspora.

There is a shortage of analysis on the status of the relationship of Brazil to China, Macau and the Lusophone world.

This chapter reviews the intervention research literature – particularly interventions deemed evidence-based – for students with intellectual disability across academic and life-skills instruction. Although the focus of this chapter is the spectrum of students covered under the term “intellectual disability,” the majority of research on evidence-based interventions for students with intellectual disability focus on students with more moderate and severe intellectual disability, rather than students with mild intellectual disability. The majority of the interventions determined to be evidence-based within the literature for students with intellectual disability – across both academic and life skills – tend to be those that fall within the purview of systematic instruction.

This chapter describes the influences that are fundamental to facilitating a system of support for inclusive education for students with low-incidence disabilities. Some of the major factors are values and beliefs, rights, relationships and a sense of belonging, policy, and effective practices (Smith, 2006; Walther-Thomas, Korinek, McLaughlin, & Williams, 2000). Within each of the features, collaboration is inherent and essential. A summary of literature on each feature is provided with examples to support the importance for students with low-incidence disabilities. The effective practices of Universal Design for Learning (UDL), co-teaching, peer supports, and school-based teams are highlighted. In order to move forward, educators and administrators need to take responsibility for all children. Effective leadership models are characterized by collaborative efforts that foster a shared responsibility of the team, emphasize thoughtful planning, and identify and allocate the necessary resources and supports.

This chapter provides “viewpoints” on the education of learners with extensive and pervasive support needs. That is, students who require the most support to learn, often categorized as having intellectual disability, multiple disabilities, autism spectrum disorder, or related disabilities. The lenses through which we provide these viewpoints are historical and future-oriented; we begin with historic perspectives on the education of students with extensive and pervasive support needs, and then provide 21st century viewpoints for these learners. We interpret the notion of viewpoints in two ways: first, consistent with a viewpoint as indicating an examination of objects (in this case, practices and interventions) from a distance so as to be able to compare and judge; and, second, viewpoint as indicating our perspective on said interventions and practice.

In the United States, the mandate to provide access to general education curriculum standards for all learners is clear. This chapter provides an overview and a framework for making individualized and curriculum choices for learners with low-incidence disabilities and cognitive deficits. Topics covered include reconciling an ecological curriculum model with a standards-based framework and an expanded discussion on embedding individualized learning targets within the ongoing lessons, routines, and activities of inclusive classrooms. Carefully planned and implemented embedded instruction can provide a match between a student’s need for individualized instruction and the everyday practices of inclusive classrooms.

Assistive technology can support and enhance the learning, independence, and daily living skills of students with disabilities, including students with intellectual disability (ID). Assistive technology is not generally disability dependent; however, for students with ID we decided to focus on assistive technology across two areas: instructional aids – with a focus on reading, writing, and mathematics – and transition and independence. Throughout our focus on these two categories of assistive technology, we discuss low-tech, mid-tech, and high-tech options to support students with ID.

Since the passage of Public Law 94-142, federal law has prioritized the education of students with disabilities with their non-disabled peers in the context of the general education classroom. This chapter examines the progress, and often lack thereof, with regard to educating students with extensive and pervasive support needs in inclusive settings. We examine current trends in placement, factors that contribute to those placement practices, and what IDEA says about the education of students with extensive and pervasive support needs. We examine what the research suggests happens in substantially segregated settings and then, in contrast, examine impacts and outcomes for students with extensive and pervasive support needs who are educated in inclusive settings. We also examine trends resulting from changing paradigms of disability that provide new opportunities for re-invigorating efforts to educate students with extensive and pervasive support needs in inclusive classrooms.

Educating students with disabilities in the same classrooms and instructional environments as their natural neighbors and peers (i.e., inclusion) is a promise of significant substance and value for many special educators. When federal legislation mandated that students with disabilities receive a free and appropriate education in least restrictive environments, at least in principle, the schoolhouse doors were opened for all students. In this chapter, we provide a brief historical review of efforts to educate students with disabilities in inclusive environments and provide direction for what we believe are important practices for creating high-quality inclusive learning environments.

This chapter focuses upon high school preparation and transition planning activities as they apply to students with disabilities. The reader will find a review of needs for reform of high school standards-based curricula, the development of inclusive general education curriculum content, and strategies for integrating functional and daily living skill training and meaningful transition planning activities, which include collaboration with adult agencies. The authors further present a number of evidence-based practices to address these needs and make recommendations for moving forward in ways to improve post-school outcomes for youth with disabilities.