特殊兒童學前融合方式實施成效與困難之個案研究

Effectiveness and Barriers of Preschool Inclusive Program for Children with Special Needs

10.30072/JDR.200603.0003

甘蜀美(Sue-Mae Gan)；林鋐宇(Hung-Yu Lin)

特殊兒童 ； 專業團隊 ； 學前融合教育 ； Disciplinary team ； exceptional children ； preschool inclusive program

身心障礙研究季刊

4卷1期（2006 / 03 / 01）

32 - 45

繁體中文

學前特殊兒童的融合教育是目前特殊教育發展的重要趨勢。本研究目的為了解教養機構與幼稚園合作的學前融合方式中，老師之間的合作與特殊兒童人際互動成效及融合實施的困難。研究對象為某私立教養機構及私立幼稚園的2位中度障礙的特殊兒童，以質性研究法來進行研究，並以訪談及現場觀察來收集資料，資料收集由94年3月至94年7月，共3個月。研究結果發現特殊兒童融合方式為一般混合就讀模式，機構老師的角色並未完全發揮。2位特殊兒童人際互動上進步情形並不相同；但在生活常規上有顯著進步。融合實施的主要困難為老師的特教相關知能不足與溝通不足等。結論：此融合方式的優點為有效減低特殊兒童家長心理負擔與提供幼稚園引導特殊兒童的專業支持。但參與融合的老師缺乏特教知能與家長缺乏獲得特教資訊的管道。建議：教養機構應鼓勵老師參與強調實務和個案討論的研習，並將專業團隊納入學前融合的團隊及定期舉辦家長座談會，最後機構與幼稚園應將參與的2位老師在融合班的角色做清楚的劃分，使每位老師在此過程中能充分發揮他們的專業知識。

Aims: To investigate, under a preschool inclusive program of the cooperation between an institution and a kindergarten, teachers’ cooperation, interpersonal interactions of exceptional children, and the difficulties in the implementation of inclusion. Methods: In the cooperation of a private disability institution and a kindergarten, two teachers, one from a disability institution and another from a kindergarten, jointly taught two children with intellectual disabilities in the inclusive program. Data was mainly collected with a qualitative method of interviewing and observations. Results: The inclusive program for the special students was an ordinary mix educational method, in which the role of the teachers from the institution was not enforced completely. In terms of the interpersonal interactions of the two exceptional children, they have different progresses, but significant improvements in daily living activities. The major difficulties in implementing the inclusive program were the insufficiency of the teachers' knowledge about special education and communication skills. Conclusions: The advantages of this inclusive method were that it provided an effective alleviation of mental burdens on the parents of the exceptional children and the professional support for the kindergarten to guide children with special needs. But the teachers involved in the inclusion program had insufficient knowledge about special education, and there were insufficient channels for parents to acquire useful information. Suggestions: Institutional teachers should be encouraged to participate in the inclusive programs focusing on practices and case discussions, incorporate professional knowledge into their preschool inclusive disciplinary team, and hold regular parent meetings. In addition, a clear line should be drawn between the roles of the two teachers in the inclusive program, so that the teachers can use their professional knowledge appropriately in the inclusive program.

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