學前融合教育特殊需求幼兒社會技巧課程內涵架構初探

Exploring the Content and Framework of Social Skills Curriculum for Children with Special Needs in Preschool Inclusive Education

隨著國際特殊教育發展，融合教育已為當今發展趨勢，而國內學前特殊教育政策也逐漸朝向將特殊需求幼兒安置到普通教育環境當中。雖然學前融合教育安置體現了每位兒童擁有參與社會生活與群體歸屬感權利之價值與實務精神，但成功的融合教育需要社會化及參與社交任務，學前教育階段更是幼兒情緒與社會發展重要的時期，社會技巧則是特殊需求幼兒成功參與的關鍵。因此本文依據社會技巧從自我、人際與環境等面向定義之脈絡為基礎，分別探究其相對應之行為內涵與具體行為表現，以初步呈現出特殊需求幼兒社會技巧課程內涵架構，期能提供國內學前教師擬定社會技巧課程及教學應用之參考。

With the development of international special education, inclusive education has become the current trend, and the national policy for preschool special education also gradually moves towards the same trend. Although it reflects the values and practical spirit of every child's right to participate in social life and a sense of belonging, successful inclusion requires socialization and engagement in social tasks, and social skills are the keys for successful participation. This article is based on the definitions of social skills in terms of self, interpersonal and environmental dimensions and to explore each categories and competencies items. It aims to present a preliminary framework of social skills curriculum for children with special needs, and offers reference for preschool educators in designing social skills curriculum and instructional applications.