| Summary: | 碩士 === 國立臺中教育大學 === 幼兒教育學系早期療育碩士班 === 105 === The purpose of this study was to solve the problem of general early childhood classroom teachers’s implementation of individual education plan (IEP) goals. Researcher work with a general early childhood classroom teacher and form a collaborative action team, using collaborative action research approach to reflect and solve problems together.
The subjects are a developmental delay child and a general early childhood classroom teacher. Researcher analyzed data and information from observation, interview, journal, discussion and related documents, and the results of this study were as the following:
1.The study took eight strategies of curriculum modification as the intervention of action, and divided them into four periods. The timing of included IEP goals into theme curricular activities (theme activities and learning areas) and daily routine activities (meal and transition time). The results showed that when IEP goals were set to be functional, the child with special need could increase the motivation to learn, and increast the interdisciplinary learning opportunities inorder achieved the IEP goals.
2.Gereral early childhood classroom teacher could included IEP goals into theme curricular activities and routine activities (meal and transition time). This could enhance the closeness between the IEP goals and teaching activities regardless of the needs of child with special needs.
3.The adjustment of action strategies included: combine activities with child’s preferences;change the activities (environmental support, materials adaptation and invisible support); so as to create more opportunities for dialogue and interaction. Teachers and peers used spoken language, physical prompts and time delays to guide child with special need topractice IEP goals.
4.Itinerant teachers’s support to affected that general early childhood classroom teachers’s implementation of IEP goals in activities.
5.The child with special need obtained learning opportunities and successful experiences through different activities which promoted his learning effectiveness in various fields, and made him more proactive to express his ideas, answer questions and share experiences. These activities also increased positive social interaction behavior.
According to the findings and conclusios, some suggestions were offered for general early childhood classroom teachers, itinerant teachers and future study.
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