| Summary: | 碩士 === 國立臺中教育大學 === 早期療育研究所 === 99 === The purpose of this study is to understand the viewpoints of preschool special education teachers, and to explore the ways, the problems and the solutions. The qualitative data is collected by in-depth interviewing with eight teachers as interviewers. Based on the results of this study, some suggestions are proposed for education authorities, school administrative units, preschool special education and regular teachers. The results and findings are as follows:
1. There are different ways of learning in regular classes according to the preschool special education students or the characteristics of schools, including: time, curriculum, whole class, group, individuals, inverse regression and teacher’s roles.
2. In Taiwan, the learning of preschool special education students in regular classes faces many problems and difficulties in the perspective of teachers, preschool special education class students, variety of curriculum and instruction, administration, special education and other related supports which involved in the pressure of regular classes and preschool special education teachers, learning interference from the special education students to the regular students, regular curriculum inaptitude for special education students, impact on the regular class enrollment, lack of manpower and so on.
3. The studying ways of the preschool special education students decide if it’s a successful participation in the regular classes or not. There are pre-process, in the process and post- process in the implementation. The implementations in the pre-process includes that preschool special education teachers have a positive attitude, be good at communication and discussion, the clarification and public awareness to the students; the implementations of in the process includes the cooperative relationship between preschool special education teachers and regular teachers, the types of curriculum, teaching aids, seats etc; the implementations in the post process includes the adjustment of preschool education students.
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