Experiences of Kindergarten Teachers with IEP

[[abstract]]The purpose of this quality study was to explore the seven kinderharten teachers in regular class have experienced with IEP. The data were collected within five months through interviewing, observation, and IEP documents. Through data collection, analysis, and interpretation, the results described the cognition, experience, and suggestions of seven kinderharten teachers with IEP. Then four core themes were synthesized: (1) For kindergarten teachers, the cognition and experience of IEP were mutual influence, and circular process. (2) The kindergarten teachers help the student with special need in the regular class. But there were a lot of worried, tired, and unfair in their mind. (3) Between IEP team members, person and person's interaction affected the outcomes of IEP. (4) The laws and regulations enabled kindergarten teachers to have the reference standard, but increased the work difficulty. Overall, the kinderharten teachers regarded the student with special need is the member in class, and integrated class with him/her and regular students. In order to meet child's demand and ability and carry out the goal and the result of IEP, we must penetrate the explicit system, school approval, special education teachers’ support, and the assistance and coordination of parents.