| Summary: | 碩士 === 國立新竹教育大學 === 人資處幼稚園教師教學碩士班 === 99 === Literature shows that project approach is good for children’s development and learning. However, few studies tell the teacher how to do project approach in an inclusive classroom that include special-Ed. children.
Taking an action research approach, this 1.5-year study tries to explore the following questions: (1) What challenges may a teacher encounter when she tries to help the Special Ed. Children involve in a project? (2) What strategies can be used to meet those challenges?
It is found that the major challenges include: Special Ed. Children’s limited ability in communication and fine-motor movement ; the high student-teacher ratio, limited time for communications among the teachers; limited support from professionals.
Given the challenges, the teachers could help the special Ed. Children to involve in “acctivity” and “community” by the following strategies: promoting a culture of peer cooperation and support, providing pictures as visual prompt, promoting special Ed. Children’s fine-motor movement through routine activities, making good use of the time to discuss with other teachers, using works to guide special Ed. Children to participate in cooperative dramatic play, inviting children with less self-confidence to join the special Ed. Children’s group and work together on the same project.
Finally, the final chapter describes the teacher’s changes and growth through this action research. Some reflections and suggestions for inclusion education are also provided.
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