學前融合課程調整之教學實務探討

Curriculum Modification for Teaching Practices in Preschools

10.6217/SEQ.202109_(160).43-52

林婉琛(Wan-Chen Lin)；朱思穎(Szu-Yin Chu)

學前教育 ； 融合 ； 課程調整 ； 特殊幼兒 ； preschool education ； inclusion ； curriculum medication ； young children with disabilities

特殊教育季刊

160期（2021 / 09 / 01）

43 - 51

繁體中文

學前融合教育已施行多年，然教育現場如何在課程與教學兼顧一般幼兒與特殊幼兒的個別需求仍是最大挑戰。基於Sandall、Schwartz、Joseph與Gauvreau（2019）提出的學前融合教育課程建構模式中的「課程調整」要素，提供學前教師在融合情境中能有效的實施課程與教學。本文以實務現場案例，將課程調整八大策略融入班級生活作息活動，幫助學前教師能同時兼顧教學及幼兒的個別需求。希冀從課程調整策略實施過程中，藉以增進特殊幼兒活動參與度與建立正向同儕互動關係。

Preschool inclusive education has been implemented for many years. However, its biggest challenge is still about how to balance the needs of curriculum and instruction for both typically-developing children and children with disabilities. Based on the Building Blocks model proposed by Sandall (2019), one of its core elements is curriculum modification which can provide preschool teachers to implement effective curriculum and instruction. This article will provide a practical example about how to embed eight strategies of curriculum medication into classroom routines, and help preschool teachers successfully deliver instruction as well as meet the individualized needs of young children. Thus, this method could promote the levels of activity engagement and positive peer interaction needed for young children with disabilities.

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