本研究旨在探討南投縣幼兒園教師對融合教育態度與需求，研究對象共計 407 位幼兒園教師，透過文獻分析、問卷調查法等研究方法進行本研究，以瞭解幼兒園實施融合教育的現況及幼兒園教師對融合教育的態度與需求。本研究結果如下：一、南投縣幼兒園教師實施融合教育遭遇困難之處：（一）增加幼兒園教師的負擔與困難，（二）缺乏專業資源與行政支持（三）缺乏家長的配合、參與與支持，（四）本身特教專業能力不足。二、南投縣幼兒園教師對實施融合教育的態度是積極正向的；而不同「教育程度」、「教師資格」、「特殊教育專業訓練」、「教導身心障礙兒童的經驗」 之幼兒園教師對融合教育的態度會有差異。三、南投縣幼兒園教師對於融合專業知能需求非常正面積極；不同「教育程度」、「教師資格」、「特殊教育專業訓練」之幼兒園教師對融合教育專業知能需求有差異；期望進修方式前三項為特教研習、特教學分班和小型研討會；期望進修內容前三項為輔導策略、教學策略、認識各障礙類型的特質與需求。四、南投縣學前教師對實施融合教育態度與專業知能需求有顯著關聯性存在。 最後，依據研究結果，對學前融合教育決策者、師資培育機構、幼兒園教師及未來研究提出建議。 The purpose of this study was to explore pre-school teachers’ needs and attitudes toward inclusive education in Nantou County. A questionnaire and literature reviews were conducted to investigate current inclusive education practiced in kindergartens as well as teacher’s needs and attitudes toward inclusive education. There were 407 pre-school teachers chosen as participants. The major findings of the study were shown as follow:(1) The difficulties that pre-school teachers encounter were: (a) increasing their burden and anxiety; (b) lack of professional competence; (c) lack of expertise resources and administrative aid; and (d) short of parental support and involvement.(2) The majority of the participants had very positive attitudes toward inclusive education. However, different educational backgrounds, teacher certificates, professional training and teaching experiences made a significant difference in their attitudes.(3) The majority of the participants had strong needs for professional knowledge and skills, but different educational backgrounds, teacher certificates, professional training and teaching experiences made a significant difference in their needs for professional knowledge and skills. Their expectations of top three in-service training were counseling strategies, teaching strategies and gaining a thorough comprehension of disabilities. (4) There is a significant correlation between teachers’ requirement for professional skills and their attitude toward carrying out inclusive education. According to the major results, the implications were given to the policy makers, teacher training institutes and pre-school teachers.
