幼稚園普通班老師與IEP的交會

Abstract

本研究採用質性研究方法，深入探究七位幼稚園普通班老師與IEP交會的經驗與感受。資料蒐集為期五個月，透過訪談、觀察和收集學生IEP文件等方式，和研究參與者進行互動而獲得。 經過資料蒐集、分析與詮釋，先呈現老師們對IEP的認知、經驗及建議，再進一步提出核心的議題。研究的主要發現如下： 一、普幼老師有關IEP的認知與經驗，是相互影響、循環的過程。 二、普幼老師以實際的行動幫助班級中的特幼兒，但是心中仍有許多擔憂、疲憊與不平。 三、IEP團隊成員間、人與人的互動，影響IEP的成效。 四、法規使普幼老師有了參照的標準，也增加了工作的困難度。 整體而言，普幼老師視班上的特幼兒為班級中的一份子，幫助他們融入班級中；但要符合特幼兒的需求與能力落實IEP的目標與成效，仍須透過明確的制度、學校的認同、特教老師的支持，以及家長的協助與配合。

The purpose of this quality study was to explore the seven kinderharten teachers in regular class have experienced with IEP. The data were collected within five months through interviewing, observation, and IEP documents. Through data collection, analysis, and interpretation, the results described the cognition, experience, and suggestions of seven kinderharten teachers with IEP. Then four core themes were synthesized: (1) For kindergarten teachers, the cognition and experience of IEP were mutual influence, and circular process. (2) The kindergarten teachers help the student with special need in the regular class. But there were a lot of worried, tired, and unfair in their mind. (3) Between IEP team members, person and person's interaction affected the outcomes of IEP. (4) The laws and regulations enabled kindergarten teachers to have the reference standard, but increased the work difficulty. Overall, the kinderharten teachers regarded the student with special need is the member in class, and integrated class with him/her and regular students. In order to meet child's demand and ability and carry out the goal and the result of IEP, we must penetrate the explicit system, school approval, special education teachers’ support, and the assistance and coordination of parents.