學前特教巡輔教師提供普通班支援服務現況之研究

The Research of Supportive Service of Itinerant Teachers in Early Childhood Education

特教巡迴輔導服務是身心障礙幼兒成功融合的重要支持系統。近年來，隨著國內身心障礙幼兒進入幼稚園、托兒所就學人數的增加，各縣市學前特教巡迴輔導教師的人數也逐年增加。本研究旨在瞭解學前特教巡迴輔導教師提供普通班支援服務的現況，包含支援服務的方式、服務的內容、困擾問題及所需協助。研究採用問卷調查方法，以國內各縣市教育局核定學前特教巡迴輔導教師為主要對象，共計發出176份問卷，有效問卷率88.6%，經描述性統計進行分析，主要研究結果如下：（1）特教巡迴輔導教師提供支援的方式採直接服務和間接服務並行；（2）提供支援服務實施頻率偏高，支援內容包括評量支援、教學支援、行政支援等；（3）評量支援方面以提供評量工具最困擾，教學支援方面以開學後一個月內完成個別化教育計畫最困擾，行政支援方面以申請經費較為困擾；（4）提供支援服務所需要的協助程度偏高，需要的協助依序是提供巡輔專業知能的研習、專業人員協助評估身心障礙幼兒、建置學前特教教材教具資料庫等。最後，依據結論提出建議，作為改善國內學前特教巡迴輔導實務之參考。

The study explored the assistance provided for inclusion class by itinerant teachers.There were four purposes of this study. First， we wanted to realize how itinerant teachershelped preschool inclusion classes. The second purpose was to analyze the content ofassistance for preschool inclusion setting. Third， we tried to find out the difficultiesof itinerant teaching for inclusion class in early childhood. Finally， we concluded theimportance of itinerant teaching and proposed possibilities for further studies. The datawere collected through survey. There were 176 questionnaires delivered and the effectiveresponse rate was 88.6%. The results of study indicated: (a) Itinerant teaching offered twokinds of services: direct and indirect. The direct intervention was individual teaching. Theindirect service was mostly to provide professional advices in a collaborative way. (b) Theitinerant teaching service for the inclusion class in early childhood included assessment，teaching， and administration. The frequency of itinerant teaching s ervice was intermediatehigh. The itinerant teachers assessed children with special need， gave preschool teacherguidance of IEP， and integrated suggestions of members in IEP meeting. (c) The difficultiesincluded providing different assessments of development， complete IEP in one month， andhelping kindergartens apply for education allowances. (d) The supports included facilitatingprofessional collaboration， providing opportunities to discuss teaching problems， andimproving preschool teachers’ professional ability of special education. Finally， this studycan offer suggestions for county education authority， preschools， itinerant teachers and thefurther studies.