| Summary: | 碩士 === 國立臺中教育大學 === 幼兒教育學系早期療育碩士班 === 104 === This study aims to discuss the children with developmental delay who have accepted the pre-school transition services and their school adaptation after first grade in elementary school. This study Using the qualitative research method, 5 prospective first graders with developmental delay in their preschool age but no longer having special education services after elementary school age is selected in order to have their parents, first grade teachers and six special educators’ interviews. And the findings of this research are as following:
1. The process of pre-school transition includes transition lessons, transition evaluations, profile transition and transition meetings, and follow-up consultation. But the profile transition and follow-up consultation of suspected cases are not implemented by elementary school.
2. The data of pre-school transition emphasized less qualitative descriptions. And the difficul-ties of study and the school adjustment need to be observed after being in elementary school. How-ever, the department of education lacks policies to direct schools to consult and follow-up suspected cases.
3. The weakness of adaptations in school of the children with developmental delay last to their elementary school age includes attention, language expression and comprehension, and accommo-dation.
4. The system of school adjustment after first grade in elementary school of the children with developmental delay includes parents, teachers, schools, and special education supports. Teachers prefer to provide strategies for collective interests and to teach individually. And schools provide administrative supports, resource connections, remedial instructions, and professional consultations. But due to the unconstructed systems or the lack of human resources, schools usually expect special education teachers intervene directly. Otherwise, special education teachers provide consulting ser-vices and curriculums, but they participate in curriculum adjustments less. However, special educa-tion teachers have different points in both special education supports and the label of special educa-tion. Moreover, the maze and the cognitive difference of participants affect the immediateness of communications and support services.
The research results provide suggestions for parents, first grade teachers, schools, special edu-cation teachers, and the department of education.
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