特殊需求幼兒同儕關係研究之文獻回顧

因應融合的趨勢，特殊需求幼兒主要安置在普通班級，於是發展特殊需求幼兒正向的同儕關係為融合情境中重要的課題。本研究回顧使用「ERIC-ProQuest」、「EBSCO host Web」、「華藝線上圖書館」以及「GOOGLE SCHOLAR學術搜尋」之資料庫，關鍵字使用「同儕關係」、「同儕互動」、「社會互動」以及「同儕接納」，「選取2016至2021國內外相關文獻進行文先分析探討，共納入10篇國內與6篇國外文獻。經文獻分析後發現國內目前較少有相關研究，在研究方法中多採質性研究，而研究主題多為探討教師使用介入策略，而國外較常採量化研究之方式瞭解特殊需求幼兒同儕的同儕關係、社交網絡與社會地位等。研究結果分析為兩部分。包括：影響同儕關係的因素及同儕關係的策略或成效。多數研究在策略介入特殊需求幼兒能建立正向的同儕關係，但因特殊需求幼兒的特質與教學策略異質性高，目前針對提升特殊需求幼兒同儕關係的介入策略仍有待進一步考驗。

關鍵字

特殊需求幼兒；同儕關係；學前融合班

並列摘要

In response to the current trends in inclusive education, the young children with special needs are mainly placed in regular classrooms. The development of positive peer relationship has been considered as an important issue for children with special needs. This paper reviewed articles which used the keywords, such as peer relationship, peer interaction, social interaction, and peer acceptance through the databases of ERIC-ProQuest, EBSCO host Web, airiti library and google scholar. Total included 10 articles from 2006 to 2021 published in Taiwan's journals and 5 published in international journals from the past six years for further analysis. The results published in Taiwan's journals found that few correlation studies, and the majority of studies used qualitative research. While research published in international journals often used quantitative research to understand the peer relationships, social networks and social status of young children with special needs. The topic focused on teacher's implementation of intervention strategies. Two main findings were obtained, including the factors of peer relationships and strategies or outcomes of peer relationships. Most studies revealed that children had positive peer relationship after receiving intervention, but the heterogeneity of young children with disabilities and teaching strategies would take into consideration for further investigation.