[[alternative]]Implementation of Individualized Education Programs in Inclusive Early Childhood Classroom--A Case Study of Public Kindergarten in the Coastal Area of Taichung City

[[abstract]] 本研究旨在瞭解學前融合班個別化教育計畫實施現況和所需要的協助，研究者依據研究目的並參考相關文獻，採用問卷調查方式以臺中市海線地區任教於公立幼兒園學前融合班老師為研究對象，共計發出問卷130份，回收130份，有效問卷125份，有效回收率96.15%，依據問卷調查統計分析之結果加以綜合歸納彙整，將研究之主要發現做成以下結論。壹、臺中市海線地區公立學前融合班教師在個別化教育計畫實施現況上運作偏向良好，但對「實施個別化教育計畫」最為困擾，其次為在「擬訂個別化教育計畫」感到困擾。貳、臺中市海線地區公立學前融合班教師在實施個別化教育計畫所需協助上，偏向同意需在「特殊教育專業知能」、「IEP相關資源及研習」、「學校行政」、「專業人員」、「政策」上加以協助，其中以在「政策」上最需協助。叁、「具有特殊教育相關學歷」的臺中市海線地區公立學前融合班教師在實施個別化教育計畫上較「不具有特殊教育相關學歷」的教師遭遇較少困境。肆、有接受「特殊教育在職進修學分班」IEP訓練管道的臺中市海線地區公立學前融合班教師，比接受「大學師資培育課程」、「短期的研習活動」IEP訓練管道及「未接受IEP專業訓練」的教師，在實施個別化教育計畫上遇到較少困境。伍、「學前任教經驗」3到7年的臺中市海線地區公立學前融合班教師在「特殊教育專業知能」、「IEP相關資源及研習」方面所需協助高於未滿3年、8到15年、16年以上的教師。 研究者根據研究發現提出具體建議，供教育相關單位作為未來推動個別化教育計畫工作之參考。[[abstract]] The purpose of this study is to identify the current implementation of individualized education programs in inclusive early childhood classroom and the supports in need. According to the purpose of the study and relevant references, the researcher applies the questionnaire approach and takes teachers who teach at early childhood inclusive classroom in public kindergarten in the coastal area of Taichung City as the subjects. A total of 130 questionnaires were sent out and all 130 questionnaires were responded. The effective questionnaires are 125 copies, and the effective response rate is 96.15%. Based on the statistical analysis of the questionnaires, the main findings of this study are shown as follows.A. Teachers who implement the individualized education programs in inclusive early childhood classroom in public schools in the coastal area of Taichung City tend to operate the program fairly. However, the most problematic part they encounter is “implementation of the individualized education program”. And the next problem for the teachers is to “make plans for individualized education program”. B. For the supports needed by teachers, who implement the individualized education programs in inclusive early childhood classroom in public schools in the coastal area of Taichung City, they tend to agree that the supports in need are on the aspects of “professional competencyon special education”, “IEP relative resources and workshops” , “school administration” , “professional personnel”, and “policy”. Among all these, support on “policy” is most needed. C. Teachers who teach in early childhood inclusive classroom in public schools in the coastal area of Taichung City and “received relative degrees on special education” encounter less problems while implementing individualized education program comparing with teachers who “didn’t receive relative degrees on special education”. D. Teachers who teach in early childhood inclusive classroom in public schools in the coastal area of Taichung City and received IEP training of “on-the-job credit course program on special education” encounter less problems while implementing individualized education program than teachers who received IEP training program of “College Teacher Education”, “short-term workshops” and teachers who “didn’t take IEP professional training program”. E. Teachers who teach in early childhood inclusive classroom in the coastal area of Taichung City and have “pre-school teaching experiences” for 3 to 7 years requires more support on “professional competency on special education” and “IEP relative resources and workshops” than teachers whose teaching experiences are less than 3 years, between 8 and 15 years, or above 16 years. Based on the findings of the study, the researcher proposed some suggestions as a reference for relative educational organizations in future promotion of individualized education programs