A Action Research of Early Childhood Inclusive Education of Preschoolers with Profound Multiple Handicaps

• Main Authors: OU, LI-CHUAN, 歐麗娟
• Other Authors: LEO, XIANC-MIN
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/22937045002502008436

碩士 === 國立屏東大學 === 特殊教育學系碩士班 === 105 === The purpose of this action research is to investigate the effects of four preschoolers reverse mainstreamed into an early childhood self-contained classroom with two preschooler with profound multiple handicaps. The data were collected by observing records、interviewing、daily teaching records、and videoing. The research conclusion are as follows: 1. The key points of development of reverse mainstreaming inclusive education include sufficient communication and support between kindergarten teachers and early childhood special education teachers about programs before and during the whole sessions. 2. The difficulties of implementing the program includes some behaviors of preschoolers with special needs, such as sleepy, drooling, or rejection touching from others, might negatively affect the interaction with other preschoolers. Teacher’s timely oral explanations, modeling physical assistance, and modification of the activities are effective strategies. 3. Reverse mainstreaming inclusive education can efficiently improve the interpersonal interaction performance both of preschoolers and preschoolers with special needs.