教保服務人員應有之融合教育專業素養

Preschool Educators’Indispensable Professional Literacy When Implementing Inclusive Education

融合教育之理念追溯自1960年代美國正常化運動、反機構運動與反標記運動。臺灣融合教育來自1997 年特殊教育法「最少限制環境」的概念，是以系統化的教育歷程，包含調整課程活動設計、教學方法、教育理念、環境規劃等，以減少阻礙並使所有幼兒能享有公平參與之學習經驗。從幼兒園之融合教育落實過程，讓我們更瞭解教保服務人員特教專業素養之重要性。若教保服務人員特殊需求幼兒教保服務專業素養不足，則容易發生不當之教保策略，課程與教學無法顯現效果，無法與特殊需求幼兒溝通，甚至只保育而未施與教育，造成特殊需求幼兒未受到適當之教保服務與潛能發展。由此可見，教保服務人才在特殊教育之專業素養至為重要，如何強化教師之特教專業素養，以及增進教師身心靈之成長，攸關幼兒園融合教育之品質。本文即在剖析我國幼兒園融合教育在幼兒園實施現場教師所遭遇之困境，以揭示教保服務人員在融合教育實施過程應有之專業素養，以利特殊需求幼兒獲得良好的教育與照顧，並提升未來我國融合教育實施成效與品質。

The concept of inclusive education is derived from the normalization movement, the anti-institutional movement and the de-labeling movement in the United States in the 1960s. The starting point of Taiwan's inclusive education can be traced back to the concept of ''least restrictive environment'' in the Special Education Act of 1997. Inclusive education is a systematic educational process, including the adjustment of curriculum activity design, teaching methods, educational concepts, environmental planning, etc. It aims to reduce barriers and enable equitable participation in learning experiences for all young children. The importance of special education professional literacy is found from the implementation process of integrated education in preschools. Without professional literacy of special education, inappropriate education and care strategies will occur, the curriculum and teaching will not be able to have significant effects, and the preschool educators will not be able to communicate with children with special needs. Finally, the children with special needs may not receive appropriate educational services and potential development. Thus, the professional literacies of special education are essential. How to strengthen the professional literacy of preschool educators and enhance the growth of educators' body and mind is related to the effectiveness of inclusive education in preschools. The main objective of this paper is to understand the predicaments encountered by the on-site educators when implementing inclusive education in preschools in Taiwan, and to analyze the professional literacies and skills that the preschool educators should have, so that children with special needs can obtain good education and improve the effect of inclusive education in the future.