當特殊幼兒來回就讀於自足式的學前特教班級與社區融合班級或托兒所時，家長經常面臨的挑戰就是如何與這些不同教育單位的老師溝通。本研究是確認在不同的學前教育類型之下家長與教師間溝通的相似性與差異性。本研究以家長填答問卷方式，以瞭解在自足式學前特教班、社區本位學前班、以及社區托兒所，於最近四個星期內有關親師間溝通的頻率、形式、及溝通主題等狀況。研究結果顯示社區本位的學前班與社區托兒所中部分特殊幼兒家長的背景可能是導致不同親師溝通的原因，再者，這三種類型的學前教育機構在親師間溝通形式與內容上有顯著的差異。就讀於自足式的學前特教班幼兒的家長較喜歡透過連絡簿與定期家訪的方式和老師交換孩子的行為問題與進步的狀況；相對的，孩子就讀於社區本位的學前班與社區托兒所的家長反應，他們是透過每天接送小孩時短暫的面對面、園所定期刊物、孩子的勞作品、或通知單來瞭解園所的相關活動，偶爾教師也會以電話或安排正式的親師會談來讓家長瞭解孩子的活動與發展的情況。然而，在許多特殊幼兒同時就讀兩種不同形式的學前機構時，一般社區形式的單位的親師溝通的形式，恐怕就無法完全滿足特殊幼兒的家長。因此，在實務上應用上，建議接受特殊幼兒的學前園所須依照特殊幼兒家長與其家庭狀況調整溝通的方式與次數，以滿足特殊幼兒與其家長的個別需求。

As preschool children with disabilities transfer between segregated early intervention programs and inclusive community-based preschools and child care programs, parents are often challenged to learn the expectations and practices at each program for communicating with teachers. This descriptive study was designed to identify the similarities and differences in parent-teacher communication practices at three early childhood programs in one community. A parent report survey was used to investigate the frequency, form and focus of communication between parents and teachers in a recent 4 week period at segregated early childhood special education programs, community-based preschools, and community-based child care centers. Results highlight differences in family demographics that may contribute to differences noted in communication practices at each program. Parents with children enrolled in segregated ECSE programs were more likely to rely on written communication with teachers on a daily or weekly basis to exchange information regarding the individual children’s behaviors and progress. Conversely, parents with children enrolled in the community preschool and child care programs reported daily face-to-face contact with teachers, formal newsletters, art products and notices on a weekly basis describing past or upcoming activities for the group of children, and the use of occasional conferences or phone calls to keep them informed of the children’s activities and developmental progress. However, more and when young children with disabilities have dual enrollment, the communication from community-based preschools or child care centers may not satisfy parents of children with disabilities. Suggestions for adaptations of communication in community-based preschool and child care center were made.