| Summary: | 碩士 === 國立新竹教育大學 === 幼兒教育學系碩士班 === 96 === The purpose of this study is to investigate the implementation of an Individualized Education Program (IEP) in an inclusive early childhood classroom to understand how teachers develop and administer IEPs. The data were collected through the survey of questionnaire. This study adopted proportionate stratified sampling to select 300 teachers from the inclusive classroom of public kindergarten in Taiwan, and received 230 reliable questionnaires. The percentage of valid questionnaires is 76.67%. Based on the analysis of teachers’ response, the primary results of this study are as follows:
Under the process of developing IEPs, there has not only been high attendance of parents but also has developed IEPs from multiple sources. The major challenge of developing IEPs is the setting of short- and long-term goals. During this setting process, teachers will first take into consideration the present abilities of special-needs children, life adjustment, and regular curriculum.
Under the process of administering IEPs, we find that the frequency of teachers’ adapting “teaching method” according to IEPs is higher. Besides, the difficulty levels of “curriculum goals,” “curriculum content,” and “curriculum evaluation” are higher. The major challenge of administering IEPs is to coordinate a general curriculum with an IEP. And professional knowledge and practical experience of special education can be the key factors to enhance the effectiveness of IEP implementation as a whole.
Finally, we propose the relevant suggestions according to the results of above research, and it can help teachers teaching in inclusive early childhood classrooms to develop and administer IEPs.
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