摘要 面對國內外融合教育的潮流與身心障礙學生在普通班接受特殊教育服務日趨普遍的教育環境,扮演個體發展奠基的學前教師,需要多方面的支持服務才能克服融合教育實施的種種困境。特別是特殊幼兒就讀私立幼托園所比例達94﹪的台南縣,其學前教師對支持服務的期待更需要被瞭解。因此,本研究以台南縣麻豆鎮的一所私立托兒所為研究對象,透過深度訪談、自然主義式觀察和資料文件蒐集等方法,探討學前教師對接受特殊幼兒入班就學的心理歷程、教學過程中的情況與因應方法,以及經驗後反思所期盼得到的支持服務需求之研究。 經由研究資料整理與分析,本研究獲致重要結論如下: 一. 學前教師隨著經驗的增加,對特殊幼兒入班就學的態度由剛開始的不知道如何應對到後來轉為正向積極。 二. 學前教師在因應特殊幼兒就學過程中,所採取的策略包括:1.教師的心理調適,2.改變班級經營,3.不斷的自我增能,4.工作夥伴的支持。 三. 學前教師教導特殊兒童的過程中,面臨下列困境,包括:1.課程調整與行為問題的處遇兩難;2.缺乏解決實際問題的專業研習;3.缺乏有效的夥伴支持。 四. 透過經驗反思,學前教師期盼獲得的支持服務,包括:1.增進有效的專業知能;2.提供有效的夥伴支持。
The purpose of this study was to realize the support services the preschool educators needed in regard of their teaching to young children with special needs. Through the depth interview, naturalism observation, collecting teaching material and portfolios, the researcher tried to find out any changes in the educators’ attitude, class management, teaching strategies, and expectation within preschoolers with special needs in the classes, as well as support services. The major findings of this study were as followed: 1. Preschool educators’ attitude toward young children with special needs turned positive through time went by. 2. In order to providing better services to children, preschool educators made some changes as follows: (1) attitude and expectation toward children with different needs; (2)adjustment of class management; (3)self-empowerment; (4)providing support from school partners. 3. In regard of teaching children with special needs, educators faced some barriers as follows: (1)difficulties between the curriculum adjustment and class management ; (2)lack of professional training in problem solving; (3)lack of effective support from school partners. 4. Through experience, preschool educators expect services as follows: (1)opportunities of effective professional training ; (2)building available school-based support network. Keywords: inclusive education, early childhood education, support services