三位幼教老師實施融合教育的故事

The Stories of Three Early Childhood Teachers Practicing Inclusive Education

許秀萍(Shiou-Ping Shiu) ； 洪啟玲(Chi-Ling Hung) ； 謝芳琪(Fang-Chi Hsieh) ； 楊秀慧(Hsiu-Hui Yang)

《臺北市立教育大學學報. 教育類》 40卷2期 (2009/11) Pp. 73-106

https://doi.org/10.6336/JUTe/2009.40(2)3

摘要

透過深入訪談三位幼教師實施融合教育的歷程，本研究發現實施融合教育與平等教育精神的落實息息相關，三位受訪者均致力於公平的看待融合生和一般生，但他們展現平等的方式皆不同，呈現出三種不同的融合教育面向，分別為事務專業、問題解決和幼兒本質為中心等不同層次的處理面向。研究結果顯示當校園文化越強調融合精神且課程與教學的彈性越高時，教師在實施融合教育時所能獲得的支持也越高。

關鍵字

融合教育 ； 幼兒教育 ； 質性研究 ； 教師專業發展

並列摘要

In this study, interviews were applied to three teachers in order to understand the process of early childhood teaching with inclusive education. The results showed that practicing inclusive education was a process of pursuing equal education. The interviewees worked hard to treat all the students equally, but they had different interpretations of equality. They presented three different facers of inclusive education: education professional, problem-solving, and child-centered. The results also suggested that if the school culture emphasized in promoting inclusive spirit and implementing a flexible curriculum and instruction, teachers could receive more supports in conducting inclusive education.

並列關鍵字

Inclusive education ； Early childhood education ； Qualitative research ； Teacher professional development

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