我國學前融合教育政策評析：從教育公平之角度

An Analysis of Taiwan's Preschool Inclusive Education Policy: From the Perspective of Education Equity

本研究採文獻整理與教育政策之效用模型分析方式，透過整理目前學前融合教育現況相關研究的結果，並分析第四期學前特教計畫教育政策目標、推動項目與融合教育現況之間的關係，研究結果如下。在學前融合教育實務當中：（一）學前現場已能接受融合教育，但積極的態度能更促進學習成效（二）專業間朝相互協調發展，課程改革朝彼此合作演進（三）支持服務是融合教育的基礎建設。在分析第四期學前特教計畫政策後發現：（一）5歲幼兒入學機會均等，2-4歲幼兒入學機會不均等（二）結構性因素導致的師資素質不平等，短期課程研習無法均等優質化（三）公平性的個別化教學，須透過巡迴輔導與課程改革；滿足重度特殊幼兒之需求，學前特教班不宜過度融合（四）特殊教育服務過程的家長參與，能平等促進特殊幼兒的教育決策（五）支持服務適性化，充實行政支持與跨系統合作；強化相關支持與轉銜服務，補強教育資源不足區域特教及相關資源。最後針對政策評析結果提出五點建議（一）提高公共化幼兒園比例與持續增設學前特教班（二）從教師聘任資格促進師資素質均等，穩定職場勞動條件確保師資穩定（三）制定合理的巡迴輔導師生比，審慎使用「完全融合」的定義（四）提供家長教育安置的充分資訊，促進鑑定安置當中的教育公平性（五）落實「支持服務」行政簡化，優化「助理人員與專業服務」勞動條件。

"This research adopts the method of document collation and the effectiveness analysis model to assess current inclusive education policy in preschools, namely based on thorough study on accessible researches to analyze the relation between goals of the Fourth Phase of Preschool Special Education Program, its projects for policy promotion and the current situation in classrooms. The key results are as follows. In the practice of preschool inclusive education: (1) Its praxis has existed and yet a positive attitude could further enhance learning effectiveness (2) The inter-professional relation develop toward coordination and curriculum reforms evolve through cooperation (3) Supportive services are the infrastructure for preschool integrated education. After analyzing the Fourth Phase of Preschool Special Education Program, it is found that (1) the opportunities for preschool enrollment in 5-year-old children are equal compared to 2-4-year-old; (2) structural unqualified teachers could not reach requirements for providing quality education by short-term training courses; (3) the individualized education requires itinerant teaching and curriculum reform to fulfill fairness and the preschool classes for children with special needs should not be overemphasized; (4) parents' participation in the process of special education services could promote equality of related policy-making; (5) it’d be necessary to offer the adaptable support service, enrich administrative support and cross-system cooperation, strengthen related supportive and transitional service, and prioritize public resources for special education in the most needed areas. Finally, the research has concluded with five suggestions based on policy evaluation which are (1) to raise the number of public preschools and continue to increase special education classes; (2) to promote the equal qualification of preschool teachers of diverse backgrounds as well as better working conditions to ensure the stability of teachers; (3) to establish a reasonable itinerant TS ratio in accordance with prudential definition of 'full inclusiveness'; (4) to provide sufficient information of parent education and placement for equitable results in assessment; (5) to simplify administration of 'support services' and optimize labor conditions of 'assistants for special education and professional services'."