中重度障礙幼兒進入幼兒園融合模式之建構

Constructing a Model of Kindergarten Inclusive Education for the Preschool Children with Moderate and Severe Disabilities

本研究旨在建構中重度障礙幼兒進入幼兒園融合之模式。研究以一所公立幼兒園為場域，運用參與觀察、訪談、問卷等方法，發現機構中重度障礙幼兒進入幼兒園融合必須具備幼兒發展(Development)、課程架構(Curriculum)、教學支持(Support)、團隊合作(Cooperation)等要素，簡稱「DCSC」學前融合教育模式：(一)幼兒發展：以社會情緒發展領域為核心目標；(二)課程架構：以普通班課程為基礎，包含計畫性活動、學習區活動、例行性活動與節慶活動；(三)教學支援：包含課程調整、同儕互動策略、治療師評估建議與經費支援；(四)團隊合作：從行政、教學、保育、復健等面向合作。整體而言，四個要素在發展與整合歷程中交互影響，影響融合教育的品質。

This study aims at constructing a model of inclusive education for the preschool children with moderate and severe disabilities into kindergartens. A public kindergarten was selected as the research field. The methods of data collection consist of observations, interviews, questionnaires and documents. After data analysis, the DCSC preschool inclusive education model was constructed based on 4 elements, which are early childhood Development (D), Curriculum framework (C), Support teaching (S), and Cooperation(C). The results were found as follows: (1) early childhood development: the focus of inclusion is mainly on the social emotional field; (2) curriculum framework: mainly focus on the general curriculum, including planned activities, learning area activities, routine activities and activities of festivals. (3) teaching supports: include curriculum adjustment, peer interaction strategies, therapist observation and evaluation in classroom, and funding; (4) Cooperation: cooperation among administration, teaching, and medical treatment. In conclusion, these four elements are mutually interacted and the interrelationship among which is crucial to the quality of the preschool inclusive education.