探討桃園市公立幼兒園教師對特教班幼兒參與融合教育實施情形與所面對之挑戰

本研究旨在探討公立幼兒園教師對特教班幼兒參與融合教育之實施情形與所面對之挑戰，並比較不同背景變項之幼兒園教師在實施情形與所面對之挑戰之差異。研究方法為問卷調查法，輔以開放式問答題，共發出問卷 106 份，回收樣本 97 份，其中有效問卷共 97 份。所得資料以描述統計、獨立樣本t考驗、多因子變異數分析、卡方檢定進行分析、內容分析,並獲得以下結果：一、幼兒園教師實施特教班融合教育之融合模式，包含部分融合、逆向回歸與部分融合與逆向回歸的方式，特教班最常實施每個月1-5次的部分融合模式。特教班不同障礙類別以及不同障礙類別中不同程度之幼兒，參與融合教育皆以部分融合模式為主，逆向回歸或部分融合與逆向回歸模式為輔。二、幼兒園教師認同融合成效指標適合作為特教班融合成效指標，全體幼兒園教師、普幼與特幼教師在融合成效指標的重要性排序由高至低依序為「正向社會關係和擁有友誼」、「在普通班級中有歸屬感」、「充分發揮與發展學習潛能」，而園主任有差異。幼兒園教師認為其他融合成效指標，包含人際互動、班級環境適應、普師與特師合作等。三、幼兒園教師認同大部份特教班幼兒參與融合教育之融合爭議觀點，包含特教服務、人權與教育權、課程、教育財政與資源分配與教育目標方面，但不同背景之幼兒園教師對特教班融合爭議的觀點比較上略有差異。四、幼兒園教師認同大部份學前特教班實施融合教育之困難，包含教師、課程與教學、學生與行政支持方面，且不同背景之幼兒園教師對融合困難觀點比較上無差異，皆認為特教班幼兒參與融合教育是有困難的。幼兒園教師認為融合困難，包含人力不足、普生家長的看法、教師特教知能不足等。最後依據研究結果歸納之結論，分別為幼兒園教師與未來研究者提出建議。

關鍵字

學前幼兒園教師；特教班；融合教育

並列摘要

This research aims to explore the implementation situation and challenges faced by public preschool teachers to children in special education classes participating in inclusive education, and compare the differences in implementation situation and challenges faced by preschool teachers of different background variables. The research method is a questionnaire survey, supplemented by open-ended question and answer questions. A total of 106 questionnaires were sent out and 97 samples were collected, of which 90 were valid questionnaires. The data obtained were analyzed by descriptive statistics, independent sample T-test, Multi-variate analysis of variance, chi-square test and content analysis, and the following results were obtained: 1. There are three inclusive modes for preschool teachers to implement inclusive education in special education classes, including partial inclusive, reverse regression, and partial inclusive and reverse regression. The most common practice of inclusive education for children in special education classes and a partial inclusive model with a frequency of 1 to 5 times a month. In special education classes, children of different obstacle types and different levels of different obstacle types participate in inclusive education mainly through partial inclusive mode, supplemented by reverse regression or partial inclusive and reverse regression mode. 2. Preschool teachers agree that inclusive effectiveness indicators are suitable as special education classes inclusive effectiveness indicators. All preschool teachers, general preschool and special preschool teachers in the order of importance of the inclusive effectiveness indicators is from high to low, in order of "positive social relationships and friendships", " have a sense of belonging in normal classes ", and "development and learning to reach their full potential", but the director of the preschool is slightly different.preschool teachers consider other indicators of inclusive effectiveness, including interpersonal interaction, class environment adaptation, and cooperation between general teachers and special teachers. 3. Preschool teachers agree that the controversy of most children in special education classes participating in inclusive education includes special education services, human rights and education rights, curriculum, education finance and resource allocation, and education goals. But preschool teachers of different backgrounds have slightly different views on the controversy of inclusive of special education classes. 4.Preschool teachers agree that preschool special education classes have difficulties in most implementing inclusive education, including teachers, courses and teaching, students and administrative support. And preschool teachers of different backgrounds have no difference in their views on inclusive difficulties. They all believe that it is difficult for children in special education classes to participate in inclusive education. Preschool teachers believe that inclusive is difficult, including lack of manpower, the views of normal parents, and insufficient teachers' knowledge and ability in special education. Finally, based on the conclusions summarized by the research results, relevant suggestions are made for preschool teachers and future researchers.