本研究旨在探討公私立幼托園所學前融合班教師對於特殊幼兒提供教學調整措施之現況。研究者採用質化研究中之深度訪談研究法,進行八位教師訪談資料之蒐集,每位教師訪談二次。研究結果發現如下: 一、特殊幼兒在融合班級裡面遭遇到的困難以「人際關係」、「學習」方面居多。 二、學前融合班教師應先根據幼兒能力、需求擬定個別教育計畫,將IEP目標融入至普通教育課程中。 三、融合班教師教學調整項目包括「調整教學目標」、「調整課程內容」、「調整教學方式」三項。 四、帶領融合班教師認為進行教學調整過程中所遇到的困難包括 「時間」、「特殊幼兒類型」、「家長配合度」問題。 茲根據研究結果,提出具體的建議,供學前融合班教師、學校、未來研究者之參考。
The purpose of this study is to investigate the current status of preschool inclusive teachers’ instructional adaptation for was used to collect qualitative data from eight preschool teachers in-depth interviewing. Each teacher was interviewed twice. The main findings of this study were as follows: First,special-needs children in inclusion class have the most difficulties with interpersonal relationship and learning. Second,preschool inclusion class teacher design IEP according to special children’s ability and need, then embedd IEP within the general curriculum. Third,instructional adaptation item includes:adapting teaching goals, adapting curricular content, and adapting instruction methods. Fourth,obstacles encountered by the inclusion class teacher in the process of instructional adaptation includ time, children type, parents’and cooperation. According to research results,important suggestions were provided for preschool inclusive class teachers,schools and researchers.