幼稚園融合班個別化教育計畫實施現況之研究

The Implementation of Individualized Education Programs in Inclusive Early Childhood Classroom

10.6502/SEF.2009.7.1-17

龔盈涵(Yin-Han Kung)；鐘梅菁(Mei-Ching Chung)

個別化教育計畫 ； 融合教育 ； 幼稚園 ； Individualized Education Program IEP ； Inclusive Education ； Early childhood Education

特教論壇

7期（2009 / 12 / 01）

1 - 17

繁體中文

本研究旨在探討幼稚園融合班個別化教育計畫編擬與執行之現況，採自編問卷爲研究工具，以台灣地區公立幼稚園融合班之教師爲研究對象，採分層比例抽樣法進行抽樣，共計寄出問卷300份，回收問卷230份，有效回收率達76.67%，回收資料經由次數分配、百分比等描述性統計、卡方考驗、獨立樣本t檢定等方法統計，主要研究發現如下：（一）幼稚園融合班IEP的編擬方面：IEP資料來源頗爲多元化，但行政人員的參與較爲不足，內容部份在基本資料的完整性最佳，但適合幼兒的評量方式，及轉銜服務則相對較爲不足；（二）幼稚園融合班IEP的執行方面：教師依據IEP調整教學方法的頻率較高；依據IEP調整課程內容與課程評量的困難程度較高；（三）具備特教教師資格、修習IEP課程經驗較豐富的教師，依據IEP調整課程的頻率較高且較容易；同時負責編擬與執行IEP、收托特殊幼兒年資較深、教導過較多障礙類型幼兒的教師，依據IEP調整課程的頻率較高。最後，根據研究結論提出具體建議，供教育相關單位參考。

The purpose of this study is to investigate the implementation of Individualized Education Program (IEP) in an inclusive early childhood classroom to understand how teachers develop and administer IEP. The data were collected through the survey of questionnaire. This study adopted proportionate stratified sampling to select 300 teachers from the inclusive classroom of public kindergarten in Taiwan, and received 230 reliable questionnaires. The percentage of valid questionnaires is 76.67%. Based on the analysis through descriptive statistics and inferential statistics, the primary results are as follows: Under the process of developing IEP, there has developed IEP from a great diversity of sources, but lacked in the participation of administrators. The children's backgrounds are described completely in most IEP. However, it is insufficient in the contents about transition service and adequate evaluation for children. Under the process of administering IEP, the frequency of teachers' revising ”teaching method” according to IEP is much higher. However, it is more difficult for ”curriculum content,” and ”curriculum evaluation.” The professional knowledge and practical experience of special education can be the key factors to enhance the effectiveness of IEP implementation as a whole. Finally, we propose relevant suggestions for the education authorities based on the results of this research. Hopefully, it can help teachers who teach in inclusive early childhood classrooms to develop and administer IEP.

1. 李翠玲(2006)。學前階段合作模式融合教育之探討－以新竹市融合班爲例。特殊教育與復健學報，15，1-19。
   連結：
2. 特殊教育法
3. 特殊教育法施行細則
4. 幼稚教育法
5. Burns, E.(2006).IEP-2005: Writing and Implementing Individualized Education Programs(IEPS).Springfield, IL:THOMS.
6. Cook, R. E.,Tessier, A.,Klein, M. D.(1992).Adapting early childhood curricula for children with special needs.Englewood cliffs, NJ:Macmillam.
7. Coutinho, M. J.,Repp, A. C.(1998).Inclusion: The integration of students with disabilities.Belmont, CA:Wadsworth.
8. Fiedler, J.,Knight, R. R.(1986).Congruence between assessed needs and IEP goals of identified behaviorally disabled students.Behavior Disorders,12,22-27.
9. Goodman, J. F.,Bond, L.(1993).The Individualized education program: A Retrospection Critique.The Journal of Special Education,26(4),408-422.
10. Gould, P.,Sullivan, J.(1999).The Inclusive Early Childhood Classroom: Easy ways to adapt learning centers for all children.Beltsville, MD:Gryphon House.
11. Holowach, K. T.(1989).Teaching that works: the individual critical skills model.Sacramento, CA:Resources in Special Education.
12. Jayanthi, R. E.,Epstein, M. H.,Polloway, E. A.,Bursuck, W. D.(1996).A national survey of general education teachers' perceptions of testing adaptations.The Journal of Special Education,30(1),99-115.
13. Johns, B. H.,Crowley, E. P,Guetzloe, E.(2002).Planning the IEP for students with emotional and behavioral disorders.Focus on Exceptional Children,34(9),1-12.
14. Lignugaris, B.,Marchand-Martella, K. N.,Martella, R. C.(2001).Strategies for writing better goals and short-term objectives or benchmarks.Teaching exceptional children,34(1),52-58.
15. Massanari, C. B.(2002).Connecting the IEP to the general curriculum: a talking paper.
16. McLaughlin, V. L.(1993).Curriculum adaption and development. University of Virginia..
17. Michnowicz, L. L.,Mcconnell, S. R.,Peterson, C. A.,Odom, S. L.(1995).Social goals and objectives of preschool IEPs: a content analysis.Journal of Early Intervention,19(4),273-282.
18. Notari-Syverson, A.,Schuster, S.(1995).Putting real-life skills into IEP/IFSPs for infants and young children.Teaching Exceptional Children,27(2),29-32.
19. Accessing the general curriculum/IEP Goals
20. Ryndak, D. L.,Alper, S.(1996).Curriculum content for students with moderate and severe disabilities in inclusive settings.Boston, MA:Allyn & Bacon.
21. Salisbury, C. L.,Mangino, M.,Petrigala, M.,Rainforth, B.,Syryca, S.,Palombaro, M. M.(1994).Promoting the instructional inclusion of young children with disabilities in the primary grades.Journal of early intervention,18(3),311-322.
22. Sandall, S. R.,Schwartz, I. S.(2002).Building blocks for teaching preschoolers with special needs.Baltimore, MD:Paul H. Brookes.
23. Schenck, S. J.(1980).The diagnostic/instructional link in Individualized Education Programs.Journal of Special Education,14(3),337-345.
24. Scott, B. J.,Vitale, M. R.,Msaten, W. G.(1998).Implementing instructional adaptations for students with disabilities in inclusive classroom: a literature review.Remedial and special education,19(2),106-119.
25. Sullivan, P. L.(2003).Connecting IEP objectives to general curriculum and instruction.Middle School Journal,34(4),47-54.
26. Tymitz-Wolf, B(1982).Guidelines for assessing IEP goals and objectives.Teaching Exceptional Children,15,198-201.
27. Udvari-Solner, A.,Thousand, J. S.(1996).Creating a responsive curriculum for inclusive schools.Remedial and Special Education,17(3),182-192.
28. Wood, J. W.(1992).Adapting instruction for mainstreamed and at-risk students.NY:Merrill.
29. Ysseldyke, J. E.,Algozzine, B.,Richey, L.,Graden, J.(1985).Declaring students eligible for learning disability services: why bother with the data?.Learning Disability Quarterly,5,37-44.
30. 方德隆譯、 A . C . Ornstein 、F . P. Hunkins著(2004)。課程發展與設計（Curriculum development and design）。臺北市:高等教育。
31. 王保進(2006)。視窗版SPSS與行爲科學研究（第三版）。臺北市:心理。
32. 吳淑美(2004)。融合班的理念與實務。臺北市:心理。
33. 李翠玲(2007)。個別化教育計畫（IEP）理念與實施。臺北市:心理。
34. 林千惠(1997)。行政院國家科學委員會專題研究計畫成果報告（NSC85-2413-H018-003）。彰化縣:國立彰化師範大學特殊教育學系。
35. 林幸台、林寶貴、洪儷瑜、盧台華、楊瑛、陳紅錦(1994)。教育部社會教育司委託研究。臺北市:國立台灣師範大學特殊教育研究所。
36. 林恆嘉(2005)。碩士論文(碩士論文)。臺北市，國立台北教育大學特殊教育學系在職進修專班碩士論文。
37. 林春梅(2004)。碩士論文(碩士論文)。臺中市，臺中師範學院特殊教育與輔助科技研究所碩士論文。
38. 邱上真(2001)。普通班教師對特殊需求學生之因應措施、所面對之困境以及所需之支持系統。特殊教育研究學刊，21，1-26。
39. 柳健玫(2005)。碩士論文(碩士論文)。桃園縣，中原大學教育研究所碩士論文。
40. 胡永崇(2002)。啓智班IEP實施狀況及啓智班教師對IEP態度之研究。屏東師院學報，16，135-174。
41. 孫世恆、王天苗(2004)。臺灣地區特殊教育相關專業服務實施現況及意見調查之研究。特殊教育研究學刊，26，19-43。
42. 秦麗花、顏瑩玫(2004)。普教與特教老師以課程爲核心的合作模式之行動研究。特殊教育研究學刊，27，59-75。
43. 特殊教育通報網－各教育階段特教班設置情形查詢
44. 郭美滿(1999)。博士論文(博士論文)。彰化縣，國立彰化師範大學特殊教育研究所博士論文。
45. 陳明聰(2000)。特殊教育理論與實務。臺北市:心理。
46. 鈕文英(2003)。融合教育的理念與做法：課程與教學規劃篇。高雄市:國立高雄師範大學特教中心。
47. 黃炳煌(2002)。課程理論之基礎。臺北市:文景。
48. 潘惠銘、曾淑賢、教育部特殊教育小組主編(2007)。學前特殊教育輔導手冊。桃園縣:中原大學。
49. 蔡昆瀛、陳婉逸(2002)。載於國北師特殊教育叢書五十七。臺北市:
50. 盧台華、張靖□(2003)。個別化教育計畫評鑑檢核表之建構研究。特殊教育研究學刊，24，15-38。

1. 蔡佩芬、黃齡瑩、黃志雄(2017)。學前個別化教育計畫規劃與實施歷程之個案研究。幼兒教育年刊，28，87-105。
2. (2020)。兩歲特殊幼兒上學了：親師合作實施個別化教育計畫之研究。教育學報，48(1)，87-107。