本研究旨在建構適合學前特教教師之專業評鑑規準。研究經由文獻分析、焦點團體訪談、專家審查等方式，發展「學前特教教師專業評鑑規準問卷」，並以問卷調查臺灣地區各縣市公立學前特教教師，包含特殊學校、特殊班、融合班、巡迴輔導教師等，總計寄出問卷345份，回收有效問卷214份，有效回收率達62%。研究結果發現，學前特教教師專業評鑑規準分為四領域：（一）課程設計領域：包含瞭解特殊學生的身心特質、掌握特教課程的理念與架構、評量與設計特教課程的能力等指標，合計10項檢核重點；（二）個別化教學領域：包含編擬與執行個別化教育計畫、訂定與執行個別化轉銜服務計畫等指標，合計7項檢核重點；（三）教學經營領域：包含運用合宜的教學方法與資源、營造適當的學習情境、建立有助於特殊學生學習的班級常規、營造良好的互動氣氛、參與教師進修等指標，合計18項檢核重點；（四）專業合作領域：包含與其他教師溝通合作、與家長維持良好的互動、提供家長相關療育資源等指標，合計7項檢核重點。最後，建議參考本研究專業評鑑規準協助學前特教教師專業發展，進行試驗性評鑑並研擬相關配套措施提升評鑑規準可行程度。

The purpose of the study was to develop evaluation criteria for special early childhood educators in Taiwan. Development of the criteria has undergone with literature review, focus-group interviews, and experts’ reviews. Data were collected from 214 teachers of special early childhood education, who worked at special schools, special classes, inclusive classes, and kindergartens as itinerants. In addition to frequency count, factor analysis was also employed for data analysis. Four major domains of the criteria were found as follows:(1) curriculum design: consisting of 10 indicators that covered the topics of understanding of the characteristics of children with special needs, beliefs and teaching principals of special early childhood curriculum, and assessment and curriculum design for children with special needs; (2) individalized teaching: consisting of 7 indicators that covered the topics of planning and execution of the indivialized education program, and child referral; (3) teaching management: consisting of 18 indicators that covered the topics of implementation of developmentally appropriate practices, utilization of teaching resources, creation of an appropriate learning environment for children, and teacher in-service tranining; and (4) teacher collaboration: consisting of 7 indicators that covered the topics of communication among fellow teachers, relationship building with parents and provision of the resources of medicare and education for children to parents. Results indicated that teachers’ views of the signifiance and administration of evaluation criteria varied. With the current criteria, efforts to assist special early childhood educators in pursuing professional growth and to put teacher evaluation into use on a trial basis with complementary measures to ensue a feasible evaluation criteria should be warranted.