學前教師對實施融合教育態度之探討

Pre-school Educators' Attitude toward Inclusive Education

本研究主要在探討幼兒教師對實施融合教育的態度，以及不同背景變項的教師對融合教育態度的差異情形。研究方法採問卷調查法，並以自編的「教師對融合教育態度問卷」為調查工具， 研究對象為屏東地區實際參與融合教育的幼兒教師共75位為調查對象。所得的資料以平均數、標準差、t考驗及單因子變異數分析加以處理。結果顯示，不同教育程度、特殊教育背景及接觸特殊幼兒經驗有顯著差異存在。大學以上程度幼兒教師對實施融合教育的態度優於高中程度的教師；曾修習特教學分的幼兒教師對實施融合教育的態度優於沒有接受過特教研習訓練者；具有接觸特殊幼兒經驗者對實施融合教育的態度優於未曾接觸過身心障礙幼兒者的態度。最後，依據研究結果對實行學前融合教育提出可行建議，提供教育行政機關及學校參考。

This study focused on pre-school preschool educators' attitudes toward the implementation of inclusive education and how their attitudes differ from others through questionnaires. Subjects of this study were 75 teachers in Pingtung. Questionnaire data were analyzed by frequency, mean, standard deviation, t-test, and one-way ANOVA. Major results was educators' characteristics, including education degree, special education background, and experiences of getting along with children with disability did play a role in influencing educators' attitudes toward the implementation of inclusive education. The attitude toward the implementation of inclusive education appeared that the pre-school educators with bachelor degree were superior to the educators with high school degree, taking the special education credits showed out greater attitude toward the implementation of inclusive education than those never take the concerned education study, having the experiences of getting along with children with disability were superior to those none of those experiences. According to the study outcomes, some concrete suggestions were brought up as references for the schools and educational administers.