本研究旨探究臺中市公立幼兒園融合班進行特殊教育巡迴輔導之運作現況，採質性研究，訪談三位融合班教師及三位特殊教育巡迴輔導教師，對特殊教育巡迴輔導之實務經驗與看法，以瞭解臺中市公立幼兒園融合班進行特殊教育巡迴輔導之實施情形、成效、及困境與挑戰。經分析訪談資料、文件資料、及問卷統計，本研究之研究結果如下：一、臺中市公立幼兒園融合班進行特殊教育巡迴輔導，需專業團隊的工作規劃，其進行方式包含進班觀察個案、個別抽離輔導、及兩者並行，並以角色間分工合作來完成工作。二、經由特殊教育巡迴輔導之實施，臺中市公立幼兒園融合班能提升個案學習狀況，使輔導個案得到心理層面的支持，並有所歸屬感；改善個案人際關係，降低個案與同儕的能力差異，讓同儕感受到個案在能力上的正向表現。三、輔導次數與時間不足、個案人數過多、融合班教師工作繁忙、無適切輔導教學空間是臺中市公立幼兒園融合班特殊教育巡迴輔導之困境。而其所面臨之挑戰為巡輔相關人員的心態及特殊教育專業素質、專業團隊合作品質。最後根據本研究之結論，對臺中市公立幼兒園融合班教師及特殊教育巡迴輔導教師、學校及教育行政單位、以及對未來研究等面向進行建議。 This study explored the status, effectiveness, and challenges of special education itinerant services at public preschool inclusive classes in Taichung city. This qualitative research conducted in semi-structured interviews. Three inclusive teachers and three special education itinerant teachers were interviewed. By analyzing data from interviews, documents, and questionnaire, the results of this study were as follow:1.The special education itinerant services at public preschool inclusive classes in Taichung city was planned with a professional teamwork. The ways of teaching are observing cases in a class, individual counseling, and in-parallel.2.The effectiveness of special education itinerant services at public preschool inclusive classes in Taichung city could improve the cases’ learning and support their psychological development.3.Lack of coaching and time, too many cases, the inclusive teachers are busy, and no suitable counseling space were difficulties of special education itinerant services at public preschool inclusive classes in Taichung city. Personal attitudes and professional knowledge of special education determined the quality of special education itinerant services.Based on the result of the study, suggestions are provided for teachers, preschools, and future research.
