特幼班教師實施普特共融之挑戰及因應策略

Challenges and Implementation Strategies for Inclusive Education in Preschools

本研究旨在探討特幼教師將中重度障礙幼兒融入普通班所面臨的挑戰及因應策略。採取質性研究方法，對6名實施融合且頗有成效之特幼教師進行深入訪談。研究發現主要的挑戰為以下兩點：將中重度障礙幼兒融入普通班級對於班級經營及建立社會互動是一大挑戰；普班與特幼教師的教學信念與實踐差異，亦為融合實施之困難。因應策略為：教師具備堅定的融合信念；特幼教師積極與普班教師建立互動關係，促進共同規劃課程及教學；採用學習區教學有助於回應幼兒多樣化的學習需求，教師們透過共同討論及調整教具，增進對於幼兒的理解；以及行政支持與專業輔導可因應普特共融所遇到的挑戰，並支持教師有信心持續實踐普特共融。

This study investigates the challenges and strategies preschool special education teachers face when integrating children with moderate to severe disabilities into regular classrooms. Using a qualitative approach, in-depth interviews were conducted with six experienced teachers recognized for their success in inclusive practices. Two primary challenges emerged: managing classroom dynamics and fostering social interactions with children of varying abilities and bridging differences in teaching beliefs and practices between regular and special education teachers. Effective strategies included fostering strong teacher collaboration, co-planning curricula, employing learning center-based instruction, and adapting materials to meet diverse learner needs. Administrative and professional support further bolstered teacher confidence and sustained their commitment to inclusion. The findings underscore the importance of teacher collaboration, curriculum flexibility, and systematic support in advancing inclusive education.