| Summary: | 碩士 === 國立臺中教育大學 === 幼兒教育學系早期療育碩士班 === 106 === A Study on Implementation of Individualized Education Program
for Preschool Teachers
Abstract
The purpose of this study is to explore the situation of the Individualized Education Program (IEP) formulation for implementation by the preschool teachers and its
influencing factors on the implementation. It is a qualitative research which in-depth
interview was used for data collection. The research subjects were eight ordinary teachers in the public kindergartens and the conclusions for the research were as
follow:
1. In terms of the IEP formulation by the preschool teachers, the time given is
limited as it is expected to complete the IEP within one month after the
enrollment of the new students. They are able to use some methods to
understand the current ability of the developmental delays children and set those children who have the most urgent need for the intervention of the ability
improvement as target. The teachers have the professional knowledge to
facilitate the IEP formulation. However, due to individual differences for each child’s ability, therefore, more time is required for information collection,
understand and formulation. The support provided by the itinerant teacher was most helpful during the formulation.
2. In terms of IEP implementation by the preschool teachers, the ability of the children was improved with the parents’ cooperation in the IEP implementation as the plan took into account the learning activities of the children in the whole class and teaching adjustments were made. There is an urgent need for the
kindergarten’s administration and manpower support when facing the emotional behaviors problem of the children. The goals or passing standards for IEP will be adjusted depending the situation of the implementation.
3. In terms of the influencing factors of the IEP implementation by the preschool teachers, the emotional behaviors problem of the developmental delays children was the major problem, the pressures were changed from resistance, nervous and anxiety to acceptance and further seeking for professional assistance, self-feeling that lacks of professional knowledge in special education and need to enhance it.
Further suggestions are made for the related education units, personnel and future research based on the research’s conclusions.
Keywords：inclusive education, preschool teacher, Individualized Education Program,
developmental delay children
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