幼稚園融合班個別化教育計畫 實施現況之研究

本研究旨在探討幼稚園融合班個別化教育計畫編擬與執行之現況，採自編問卷為研究工具，以台灣地區公立幼稚園融合班之教師為研究對象，採分層比例抽樣法進行抽樣，共計寄出問卷300份，回收問卷230份，有效回收率達76.67％，回收資料經由次數分配、百分比等描述性統計、卡方考驗、獨立樣本t檢定等方法統計，主要研究發現如下：（一）幼稚園融合班IEP的編擬方面：IEP資料來源頗為多元化，但行政人員的參與較為不足，內容部份在基本資料的完整性最佳，但適合幼兒的評量方式，及轉銜服務則相對較為不足；（二）幼稚園融合班IEP的執行方面：教師依據IEP調整教學方法的頻率較高；依據IEP調整課程內容與課程評量的困難程度較高；（三）具備特教教師資格、修習IEP課程經驗較豐富的教師，依據IEP調整課程的頻率較高且較容易；同時負責編擬與執行IEP、收托特殊幼兒年資較深、教導過較多障礙類型幼兒的教師，依據IEP調整課程的頻率較高。最後，根據研究結論提出具體建議，供教育相關單位參考。

The purpose of this study is to investigate the implementation of Individualized Education Program (IEP) in an inclusive early childhood classroom to understand how teachers develop and administer IEP. The data were collected through the survey of questionnaire. This study adopted proportionate stratified sampling to select 300 teachers from the inclusive classroom of public kindergarten in Taiwan， and received 230 reliable questionnaires. The percentage of valid questionnaires is 76.67%. Based on the analysis through descriptive statistics and inferential statistics， the primary results are as follows: Under the process of developing IEP， there has developed IEP from a great diversity of sources， but lacked in the participation of administrators. The children’s backgrounds are described completely in most IEP. However， it is insufficient in the contents about transition service and adequate evaluation for children. Under the process of administering IEP， the frequency of teachers’ revising “teaching method” according to IEP is much higher. However， it is more difficult for “curriculum content，” and “curriculum evaluation.” The professional knowledge and practical experience of special education can be the key factors to enhance the effectiveness of IEP implementation as a whole. Finally， we propose relevant suggestions for the education authorities based on the results of this research. Hopefully， it can help teachers who teach in inclusive early childhood classrooms to develop and administer IEP.