學前鑑定安置工作執行現況與困境之研究：以新竹縣為例

特殊幼兒的鑑定安置是由特殊教育專業人員藉由某種基準，篩選出符合標準的特殊生，學前教育的鑑定安置工作則指進入幼兒園階段對特殊幼兒進行的相關程序。本研究旨在探討新竹縣學前鑑定安置工作執行現況與問題，以瞭解新竹縣學前鑑定與安置目標與執行現況，探討鑑定與安置執行過程的問題，並分析學前鑑定與安置執行過程的影響因素。本研究採文獻分析法與深度訪談法，主要研究發現包括：1.對政策目標的看法，學前巡迴輔導老師、行政人員及家長皆能理解且認同學前鑑定安置主要目標為把握早療黃金期、進行融合教育為現今主流趨勢，也給予學校端及家長支持。2.執行困境：執行學前鑑定工作量大，公假時間不足，學前巡迴輔導老師須鑑定工作及教學備課兩邊難以兼顧；入小一的鑑定安置工作判別方向與標準與國小不同，擔心產生落差及錯誤判別的困擾；進行鑑定工作需與多元對象溝通，其溝通成效與品質與學前鑑定安置工的順利達成度成正比。3.政策執行影響因素：（1）行政機關運作的方向：特教資源中心執行鑑定安置政策的標準決定可納入多少特殊生是縣內量能可負荷，特教科增設特教類班型是否充足、而適性安置也需要獲得現場及行政端一致性的支持，（2）環境因素：標的團體的態度與支持度對於學前鑑定安置可否成功執行為重要因素，（3）政策資源：進行學前鑑定安置的執行人員、特教資源中心人力資源不足、執行鑑定工作的公假時間不足、考核及獎勵制度是否能引起執行人員動機意願、培訓方向為重要的影響因素。

關鍵字

學前鑑定安置；政策執行；學前巡迴輔導教師；早期療育

並列摘要

The identification and placement of children with special needs are carried out by special education professionals who use certain criteria to screen for eligible special students. The assessment and placement work in early childhood education refers to the relevant procedures for entering the kindergarten stage. This study aims to investigate the current status and issues of assessment and placement work in preschools in Hsinchu County. The research objectives of this study include: understanding the goals and implementation status of assessment and placement in preschools in Hsinchu County, exploring the problems in the implementation process of assessment and placement in preschools, and analyzing the influencing factors in the implementation process of assessment and placement in preschools. This research adopted the qualitative research method, which utilized literature analysis and in-depth interviews. The results of this study are as follows:1.Perceptions of the objectives of assessment and placement policies in Hsinchu County's preschools: Preschool itinerant teachers, administrative personnel, and parents all understand and agree that the main objectives of assessment and placement in preschools are to seize the golden period of early intervention and promote inclusive education as the current mainstream trend. Support is also provided to schools and parents. 2.Implementation challenges: The implementation of preschool assessment involves a heavy workload, insufficient official leave, and difficulties for preschool itinerant teachers in balancing assessment work and lesson preparation. The directions and criteria for assessment and placement upon entering primary school differ from those of elementary schools, raising concerns about discrepancies and potential errors in judgment. Effective and quality communication with diverse people is crucial for conducting assessments, and the success of preschool assessment and placement work is directly proportional to the effectiveness of such communication. 3.Factors affecting policy implementation: (1) Direction of administrative agency operations: The standards set by the Special Education Resource Center for implementing assessment and placement policies determine the number of students with special needs that can be accommodated within the county's capacity. Sufficient provision of special education class types by the Special Education Division and consistent support from both on-site and administrative personnel are necessary for appropriate placement. (2) Environmental factors: The attitudes and support from the target groups are crucial factors in the successful implementation of preschool assessment and placement. (3) Policy resources: Insufficient manpower among the personnel responsible for conducting preschool assessment and placement, inadequate official leave time for assessment work, the effectiveness of assessment and reward systems in motivating personnel, and the direction of training programs are all important factors that influence the implementation of assessment and placement.