The Inclusion Process of a Young Child with Special Needs

• Main Authors: chen li ching, 陳麗卿
• Other Authors: 蔣明珊
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/01104141243257320643

碩士 === 國立花蓮教育大學 === 特殊教育教學碩士學位班 === 96 === The Inclusion Process of a Young Child with Special Needs Abstract This study illustrates the process from a special education class to a regular classroom of a young child with special needs. During the period of six months (one semester), the researcher conducted interviews and direct observations of teaching for data collection. The goal of the study is to explore the inclusion process of a young child, 　the related problems and the supports needed. The author also investigates the cooperative process of, and the relationship between the regular class teachers and the special education teacher. There are three major findings of the study. First, the inclusion process of young child with special needs covers four stages. Before the inclusion, the young child with special needs exhibited attention deficit and emotional problems, and was unable to follow orders. Throughout the inclusion process, the teachers adjusted their teaching strategies, modified the curriculum, included other students for cooperative learning and involved parents for better understanding and support. The attention problems, peer relationship and learning of the young child with special needs showed notable improvement at the late stage of inclusion. Second, inclusion of young children with special needs involves many challenges and requires various kinds of support. The students in the regular class and the young child with special needs all faced many transition difficulties during the inclusion process. Both the regular class and special education teachers needed to be willing to make modifications to their teaching strategies, curriculum, teaching materials, and their attitudes throughout the process to achieve promising practices. Supports and information were also necessary for the families of the young child with special needs for better involvement. Third, the regular class teachers and the special education teacher built up their partnership through resources and knowledge sharing, mutual assistance, and collaboration. They both played different roles during the inclusion process to facilitate its success. Finally, according to the results of this study, the related suggestions are put forth for the educational administration, regular class teachers, special education teachers and future study. Keywords: special needs students, young children, inclusive school, case studies