本研究的目的在於調查臺灣家長和教師對將三至六歲身心障礙 幼兒融合至一般教育環境的看法，本研究同時也檢視身心障礙幼兒家 長和一般幼兒家長、學前教育教師和學前特殊教育教師對融合教育看 法的差異。共使用兩份五點量表的問卷來測量家長和教師對融合教育 的看法，並且，其中針對家長的問卷題目被分為兩個題組：家長對融 合教育的優點的看法和其將孩子送至融合班的意願；同時，針對教師 的問卷則將題目分為六個題組：教師對融合教育的優點的看法、教授 融合班的自信、教授融合班的意願、可尋求的資源、和其教學的技巧。 本研究針對全臺灣十五個機構和學校發出四百一十份問卷，回收 二百七十四份，回收率是百分之六十七。其中六十二名為幼稚園教 師，六十六名為學前特殊教育教師；家長部分，其中七十二名為一般 發展幼兒家長，另外七十四名則為身心障礙幼兒家長。 本研究的結果如下： 一、所有家長對融合教育皆抱持正向的看法； 二、兩組家長皆表示願意將自己的孩子送至融合班，但是，身心障礙 家長顯現更強烈的意願； 三、所有教師對融合教育和其優點皆抱持正向的看法； 四、兩組教師對以下幾點有顯著差異：對本身的自信、教融合班的意 願、支持的資源、和其教學技巧。 三、所有教師對融合教育和其優點皆抱持正向的看法

　　　　　The purpose of this study was to investigate Taiwanese parents' and teachers' perceptions about including young children (3 to 6 years old) with disabilities into regular education classrooms. This study was also the examine the differences in perceptions regarding inclusion between parents of children with disabilities and parents of typically developing children and between regular early childhood teachers and early childhood special education teachers. Two questionnaires with a five-point Likert scale were used to examine parents' and teachers' perceptions about inclusion. Specifically, the items on the questionnaire for parents were divided into 2 dimensions which contained parents' perceptions about the benefits of inclusion and their willingness to send their child to an inclusive program, whilc the questionnaire about the benefits of inclusion, their sense of competence, their willingness to teach in inclusive settings, the support available, and their specific skills to teach young children with and without disabilities. Four hundred and ten questionnaires wre distributed to parents and teachers in fifteen programs throughout Taiwan. A total of 274 parents and teachers in Taiwan participated in this study, 62 of whom were regular education kindergarten teachers, 66 were special education kindergarten teachers, 72 were parents of typically developing kindergartners, and 74 were parents of yound children who have special needs. The return rate was 67%. Parents of children with and without disabilities held a moderately positive perception about inclusion. Both groups of parents indicated their willingness to send their child to an inclusive setting, however, aprents of yound children with disabilities showed a greater willingness to send their child to an inclusvie setting than parents of typically developing children. The regular and special education kindergarten teachers held generally positive perceptions about inclusion and its benefits for all children. There were a significant difference between regular early childhood kindergarten teachers and special education kindergarten teachers in their perceptions of their own competence, willingness to teach in inclusive settings, the support available, and their specific skills (behavior management) to teach young children with special needs in the inclusive settings.