臺灣博碩士論文加值系統

本研究探討馬來西亞沙巴洲斗湖市的學前教師對融合教育的態度以及影響教師們對幼兒園實施融合教育態度的因素。本研究採用質性方法，主要透過訪談來深入了解馬來西亞學前教師對融合教育的態度。研究參與者為馬來西亞幼兒園中具教導特殊需求幼兒經驗的學前教師。
研究發現，馬來西亞的學前教師在認知、情意及行動層面對融合教育保有相當程度的理解與積極的參與。教師們不僅理解融合教育的重要性且支持其理念，也在實施過程中感受到成就與職業滿足感，儘管面對融合教育法規與政策的理解不足、政府提供的資源差異、專業知識和家長參與及理解不足。教師們仍努力採用多樣化教學策略、實施個別化學習計劃、提升專業知能、尋求專業人士協作，並加強與家長的合作，以提升教學質量並確保所有學生，尤其是有特殊需求的孩子，在融合環境中獲得平等的教育機會。研究顯示，專業發展、團隊合作、家長參與和情感支持為影響教師對融合教育態度的關鍵因素，這些因素不僅提升了教師的專業能力，也促進了校內外的有效溝通，從而為特殊需求學生創造了一個更包容和有效的教育環境。總體而言，教師的積極態度是實施融合教育成功的關鍵因素，這強調了持有正面態度對於融合教育成功實施的重要性。

This research examines the perspectives of preschool educators in Tawau, Sabah, Malaysia regarding inclusive education, along with the factors that influence their attitudes towards its implementation in kindergartens. Employing a qualitative methodology, the research involved in-depth interviews with preschool teachers who have experience teaching children with special needs.
The study reveals that preschool teachers in Malaysia demonstrate considerable understanding and active participation in inclusive education at cognitive, affective, and behavioral levels. Teachers not only demonstrate understanding and support towards inclusive education but also experience self-achievement and job satisfaction, despite facing challenges such as insufficient understanding of inclusive education regulations and policies, variations in resources provided by the government, and a lack of professional knowledge and parental involvement. Teachers continue to employ diverse teaching strategies, implement individualized learning plans, enhance professional skills, seek collaboration with professionals, and strengthen cooperation with parents to improve teaching quality and ensure that all students, especially those with special needs, have equal educational opportunities in an inclusive environment. The study indicates that professional development, teamwork, parental involvement, and emotional support are the key factors influencing teachers attitudes towards inclusive education. These factors not only enhance teachers' professional capabilities but also foster effective communication between schools, thus creating a more inclusive and effective educational environment for students with special needs. Overall, teachers' positive attitudes are crucial for the successful implementation of inclusive education, highlighting the importance of maintaining a positive outlook for the effective execution of inclusive education.

謝誌............................................................................................................................................. i
中文摘要....................................................................................................................................... ii
英文摘要....................................................................................................................................... iii
目錄............................................................................................................................................... v
表目錄...............................................................................................................................................vii
圖目錄 .............................................................................................................................................viii
第一章 緒論.........................................................................................................................................1
第一節 研究背景與動機.......................................................................................................................1
第二節 研究目的 .................................................................................................................................5
第三節 名詞釋義 .................................................................................................................................6
第二章 文獻探討 .................................................................................................................................7
第一節 學前融合教育之意涵與發展......................................................................................................7
第二節 馬來西亞學前融合教育實施概況.............................................................................................. 18
第三節 學前教師對於融合教育態度之相關研究................................................................................... 37
第三章 研究設計與實施....................................................................................................................... 51
第一節 研究方法 ................................................................................................................................. 51
第二節 研究流程 ................................................................................................................................. 52
第三節 研究參與者............................................................................................................................... 54
第四節 資料蒐集與分析........................................................................................................................ 58
第五節 研究信效度............................................................................................................................... 65
第六節 研究倫理 ................................................................................................................................... 68
第四章 研究結果 ................................................................................................................................... 71
第一節 學前教師對融合教育之態度........................................................................................................ 71
第二節 影響融合教育態度之因素........................................................................................................... 113
第五章 結論與建議................................................................................................................................ 123
第一節 結論........................................................................................................................................... 123
第二節 建議........................................................................................................................................... 126
參考文獻 ............................................................................................................................................... 131
附錄一：研究邀請函 .............................................................................................................................. 139
附錄二：研究同意書 ................................................................................................................................. 140
附錄三：訪談大綱...................................................................................................................................... 141

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