Constructing a Model of Kindergarten Inclusive Education for the Preschool Children with Moderate and Severe Disabilities
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.
|關鍵詞||融合教育模式、幼兒園、中重度障礙幼兒、model of inclusive education、kindergarten、children with moderate and severe disabilities|