融合教育(inclusive education)是近十餘年來各先進國家特殊教育的重要發展趨勢,許多學者研究指出,對身心障礙兒童來說,融合教育的安置是理想且重要的教育模式(吳淑美,2001)。本研究的目的在瞭解學前教師對園所實施融合教育的態度及相關影響因素。研究方法是以一份結構式問卷並輔以一題開放式填答題進行調查。研究對象以立案之公私立幼托園所教師為母群體,以分層隨機抽樣法取得樣本數415名,調查期間自94年12月底至95年2月中。研究結果顯示:學前教師對實施融合教育的態度傾向正向支持。影響學前教師對實施融合教育態度的因素有年齡、教育程度、特殊教育背景、擔任障礙學生教師原因、幼教服務年資、任教園所性質、接觸身心障礙者的經驗及人格特質。研究結論得知年紀較輕、教育程度較高、具相關特殊教育背景、幼教年資短的及外控型人格特質者,對融合教育的支持度較高。
The main purpose of this research was to understand the preschool educators’ attitudes and relevant factors to the inclusive education. The survey research method was used in this study. The population is included all the preschool educators in the public and private kindergarten as well as in the day care centers in the Taichung county. The sample contain 415 preschool educators and which are stratified sampled. The result shows that the preschool educators have the positive attitude towards the implementation of the inclusive education. The affective factors include the age, the education background, and special education background. Besides, the reasons for being a consultant of handicapped people, type of institutes, personalities and the experiences getting along with handicapped people are concerned. Young, high education , and relevant education background, few teaching experiences, and outside characteristics of preschool educators all obtain higher score and have positive attitude towards the implementation of the inclusive education than those of the other groups.