| Summary: | 碩士 === 朝陽科技大學 === 幼兒保育系碩士班 === 95 === This research is a case study of Inclusive Preschool of Tian-Yuan Private Nursery in Taichung City.
The main goal of the research is to promote the implementation of inclusive education in private nurseries and practices the ideal of inclusive education by reaching a deeper understanding of the process of the implementation and discovering where the problems are.
Based on the above goal, the questions are:
First, how does the government law and policy influence the implementation of preschool inclusive education in private nurseries?
Second, what is the nursery educational philosophy and the manner of administrative support, and how do they change over time in the process of the implementation of preschool inclusive education in private nurseries?
Third, what is the process of teaching activity during the implementation of preschool inclusive education in private nurseries?
Fourth, what are the problems encountered, as well as strategies for dealing with those problems, in the process of the implementation of preschool inclusive education in private nurseries?
The research is constructed by government policy, the nursery’s educational philosophy and administrative support, and the teaching activity to understand the implementation of preschool inclusive education in private nurseries.
This is a quality research of case studies, which collected data through adopting three methods: interview, observation and post hoc research. The use of multiple research techniques allowed the study to collect more data.
This research discovered that:
First, with respect to government law and policy: Government support is insufficient to satisfy the nursery’s demand for implementation of preschool inclusive education. As the governmental administration system often works against itself, it is unable to plan well. The tour counseling service is also unable to coordinate with the nursery’s time schedule. The government is insufficient in that it only provides the facility and equipment, and not enough support for nurseries. Furthermore, its complicated application process is time-consuming.
Second, with respect to the nursery’s educational philosophy and administrative support: The nursery’s philosophy establishes educational goals and missions. Although currently inadequate, ideally the government’s role would be to support nurseries implementing preschool inclusive education. In the absence of this support, the principal must be the main driver to push inclusive education. With proper support from the principal, the preschool inclusive education system can be well implemented. However, one significant factor is that the nursery must have long-term administrative plans to face the children’s special needs.
Third, with respect to teaching activity: Inclusive teachers are the most important part of the process of implementing an inclusive education system in a private nursery. Individual factors are professionalism, experience and attitude. Class management, including class structure, peer relationships, relationships with parents and the curriculum are all factors that influence the quality of teaching. The manner in which the teacher directs children with special needs through flexible, multi-faceted teaching methods is a difficult challenge the teachers must face.
Finally, this research suggested that: The support of central and local governments, backed with concrete implementation plans, is essential to the successful implementation of inclusive education programs. Furthermore, an inclusive approach by the nursery can make up for inadequacies in administrative support and promote teaching quality.
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