本研究旨在探討幼兒園教師教導特殊幼兒的困擾及其對融合教育採取的因應策略，並分析不同背景變項的教師在教學困擾與因應策略的差異情形。主要研究工具為研究者自編之問卷，作為蒐集量化資料的工具，並以最近兩年內班級中安置身心障礙幼兒的公、私立幼兒園教師或教保人員為研究對象。將研究所得結果以描述性統計、t考驗、單因子變異數分析等統計方法加以分析。研究結果顯示：一、教師在教學困擾與因應策略，得分均趨近中高程度。二、教師在教學困擾，以「課程與教學」得分最高，教師採取「資源運用」的因應策略居多。三、教師在教學困擾各向度會因特教背景、任教經驗、任教地區、班級身心障礙幼兒人數的不同有顯著差異。教師對融合教育因應策略會因特教背景、任教經驗、任教地區、班級身心障礙幼兒類別的不同而有顯著差異。最後根據研究結果，提出進一步的討論與建議，以提供學前教育機構和未來研究之參考。

This study investigates teaching difficulties and coping strategies of teachers in inclusive preschool classes. We examine the differences between difficulties and coping strategies based on teacher background variables. The study used a survey served as a research instrument. Participants were randomly selected from inclusive public and private preschool classes from the last 2 years. Data were analyzed by frequency, mean, standard deviation, t test, and one-way ANOVA. The results show the following: (a) Preschool teacher teaching difficulties and coping strategies for inclusive education are of a moderate to high level. (b) In the teacher self-evaluation, areas of difficulty with the highest mean values are curriculum and teaching; the coping strategy with the highest mean value is resource application. (c) Variables that significantly affect teaching difficulties are special education background, teaching experience, teaching areas, and children with disability experience. These variables also significantly affect coping strategies in inclusive classes. These findings lead to practical recommendations and suggestions for preschool institutes and future studies.

教學困擾;因應策略;融合教育

teaching difficulty; coping strategies; inclusive education