| Summary: | 博士 === 國立臺中教育大學 === 教育學系 === 106 === The purposes of this qualitative research were to explore the elementary regular classroom teachers’ experiences and perspectives toward “inclusive education”. Data were collected through semi-structured interviews, observations, and document analyses from regular classroom teachers who realized the inclusive educational curriculum transformation while implementing it in their classrooms. The four participants are elementary regular classroom teachers, two of who are homeroom teachers and the others are an art teacher and a psysical education teacher. According to the findings, the researcher drew four conclusions as follows:
1.The participants held open attitudes to accept, respect, and care about the disabled students while doing the inclusive education in their classrooms. In addition, they tried to seek for the nessasary resources for managing the classroom where the disabled students felt accepted and could get along with the other students.
2.The participants not only transferred the abstract concepts into the easier ones but also focused on the special needs of the disabled students in their self-care, social skills, learning strategies, and affective lessons. They encouraged the disabled students to learn and cooperate with others through games, artistic and cultural activities.
3.The participants took care of those disabled students through guiding them step by step. They designed plenty of multi-teaching activities which made the students to feel more interested in learning and more self-confident.
4.While facing the difficulties of inclusive education, the participants sought for partners to take more teaching challenges together. When they felt frustrated and depressed, they made themselves to stay cheerful and enrich themselves with more professional knowledge to lighten their pressure.
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