「介入反應模式」在學前融合教育現場之實踐

Implementing response to intervention to inclusive preschool education

本研究探究「介入反應模式（Response to Intervention，RTI）」在學前融合幼兒園中的應用與實踐歷程。研究目的為探究融合教育現場教師應用「介入反應模式」，進行教學設計與評量的互惠循環歷程。採用質性研究法之觀察、訪談及資料蒐集等方法。於2022年2月至6月一個學期的時間，在密西根州立大學人類發展與家庭學系的兒童發展實驗室之附設幼兒園進行。研究結果，兒童發展實驗室實驗幼兒園進行完全融合之學前教育並符合個別化精神；介入-反應模式的評量與教學技巧之歷程，呈現教師評量討論之分工合作、以證據本位的評量依據來指引教學；提出評量單設計與教學指引之示例。最後根據研究結果，對國內學前融合教育之推動提出相關建議。

This research aims to explore the application of the Response to Intervention (RTI) Model in preschool inclusive class. The processes of how preschool teachers using the RTI Model to assess and to teach, as a reciprocal cycle has been investigated. Qualitative research paradigm was applied using techniques of observation, interview as well as teaching materials collection were used for data collection. The investigation has been carried out during one semester from February to June 2022 in the experimental preschool of Child Development Laboratories of the Department of Human Development and Family Studies at Michigan State University. The results reveal that, first of all, full inclusion placement has been carrying out in the preschool field with inspection on individuals’needs; secondly, using the RTI Model to form the reciprocal cycle of assessment and teaching has been shown through the processes teachers’curriculum design according to children’s learning performances; finally, examples for the design of some applicable assessment tools have been suggested. Accordingly, some suggestions have been provided as was concluded in this paper.