本研究的主要目的為建構適用於目前國小融合教育現場的課程調整檢核指標，係以之 前已發展出的檢核指標再建構而成。故先從之前已發展的檢核指標內涵為基礎再做修正， 藉以再建構出更具體完整的課程調整檢核指標。整個過程採用了文獻分析及德懷術調查， 德懷術專家小組成員有 20 位，包括了特教專家、校長、學校行政人員及普特教師。 本研究經文獻探究後，修正出包含學習內容、學習歷程、學習環境以及學習評量等四 個向度各 16 個，總計 64 個的課程調整檢核指標，經三次德懷術程序進行各向度指標內涵 刪除、合併與修正後，再建構完成了本研究之國小融合教育現場課程調整檢核指標，包括 學習內容向度 15 個、學習歷程向度 17 個、學習環境向度 14 個、以及學習評量向度 14 個， 總計 60 個的課程調整檢核指標。

The main purpose of this research is to promote the curriculum adaptation inspection indicators that are applicable to the existing inclusive classes at elementary schools, and to reform the inspection indicators that have been developed before. Therefore, it is necessary to make amendments based on the connotation of the previously developed inspection indicators, so as to reconstruct the more specific and completed curriculum adaptation inspection indicators. Throughout the process, literature analysis and Delphi technique were used. There are 20 members of the Delphi technique expert group, including special education experts, principals, school administrators and special education teachers. After literature research, this research has revised a total of 64 curriculum adaption inspection indicators in four dimensions which are 16 in learning content, 16 in learning process, 16 in learning environment, and 16 in learning assessment. Through three times of Delphi technique procedures, the connotation of the indicators in each dimensions were deleted, merged and revised, and then reconstructed to complete the curriculum adaptation inspection indicators for inclusive classes at elementary schools in this study. Including 15 learning content dimensions, 17 learning process dimensions, 14 learning environment dimensions, and 14 learning evaluation dimensions, a total of 60 curriculum adaptation inspection indicators.

融合教育現場；課程調整

inclusive classes；curriculum adaptation