從生態系統觀點探討保育機構於融合教育實施過程之困境

The Analysis of Barriers in Preschool Inclusion: From the Perspective of Ecological System

10.6768/JSE.200606.0085

許素彬(Su-Pin Hsu)

融合教育 ； 特殊幼兒 ； 早期療育 ； 生態系統 ； inclusion ； young children with special needs ； early intervention ； ecological system

特殊教育學報

23期（2006 / 06 / 01）

85 - 104

繁體中文

本研究的目的在於經由生態系統的觀點，從有可能影響到融合教育實施的各層系統，來檢視融合教育施行的狀況，以分析學前教育機構在實施融合教育過程中的困境。本研究採用質性研究法，利用直接自然觀察、深度訪談，及文件分析等三種方式蒐集資料，研究對象包括兩位特殊幼兒及其家長、托育員、學前教育機構負責人、學前巡迴特教教師，及政府相關行政人員等。研究結果呈現的方式是以所浮現出的困境為主要的分析經緯，再於每個困境類別下，以各個系統行動者的觀點加以詳細陳述。結果發現，缺乏個別化教育計畫、教學人力資源不足及缺乏家長參與機制、教學諮詢服務系統不健全及在職訓練機制缺乏彈性，與零拒絕教育政策無法落實，是托育機構在各個生態系統中所面臨到的困境。最後研究者對學前融合教育的施行提出建議。

The main purpose of this study was to investigate the barriers met by regular preschool educational institutes while implementing inclusive education for young children with special needs. Natural observations, interviews and documentations were used for data collection. Based on ecological system, research participants consisted of two young children with special needs who were included in regular preschool educational institutes, special children's parents, teachers and administrators of the preschool educational institutes, the itinerant special teachers, as well as the officials of county government. Results were interpreted and discussed with respect to the ecological system theory.

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