| Summary: | 碩士 === 國立臺灣師範大學 === 課程與教學研究所 === 104 === This study aims to discuss the issues that general class teachers in elementary schools come across and the corresponding solutions in class management under inclusive education. There are three parts in the study. First, we discuss the belief that general class teachers hold and their preparation for the inclusive education. The issues and problems that general class teachers come across in class management under the inclusive education are then addressed. Lastly, the corresponding strategies and solutions to the mentioned issues and problems that the teachers can take are discussed.
Taking four inclusive class teachers as the research subjects, this study adopted a qualitative approach to conduct the research . The study data was collected from case interviews and the analysis and inductive results from related documents and files. Based on the literature review and research findings, we deducted the conclusion as follows:
1.General class teachers hold an open attitude towards the inclusive education. They preparee for the inclusive education by knowing more about exceptional students, communicating with the parents and rearranging the teaching environment.
2.Under the inclusive education, the main issues that general class teachers may encounter and their corresponding solutions in class management are shown as follows:
（1）The emotions and behaviors of exceptional students may interfere the class activities. The possible solutions for such situations include using positive behavior support, finding out the teaching strategies for exceptional students, teaching them the technique of self-supervision and making agreements with them to gradually improve their ill behaviors.
（2）As communicating with the exceptional parents, teachers must sincerely and positively show their acceptance towards the exceptional students. As for dealing with the general parents, the teachers need to explain clearly as to how the class management is conducted and prove that the teaching process and the efforts are consistent and fair.
（3）Many issues are derived from peer interactions in the class. Teachers can make use of the class atmosphere and coherence to enhance students' understanding towards each other. The "Little Angel" system also helps exceptional students fit in the class better. It equips the exceptional students with social skills; it allows general students to develop class-wide peer relationships.
（4）As for the lack of support system, teachers may integrate school resources, seek for other teachers' immediate assistance, make requests to the administrative staff to make the teaching process even smoother.
Finally, the practical suggestions for school teachers, teacher education institutions, class arrangements and future search regarding the class management in elementary schools under the inclusive education are brought up based on the research findings.
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