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題名：歐美學前融合教育之課程與教學的發展及特徵
書刊名：課程與教學
作者：柯秋雪 引用關係
作者(外文)：Ko, Chiou-shiue
出版日期：2018
卷期：21:1
頁次：頁1-26
主題關鍵詞：學前融合教育；課程；教學；發展；特徵；Curriculum and instruction；Developments；Features；Preschool inclusive education
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:102
  • 點閱點閱:22
當前融合教育強調確保所有幼兒在普通班的學習權益，教保服務人員與學前特教教師及相關專業人員考量幼兒的特殊需求與興趣，實施適性課程與教學，讓身心障礙幼兒與普通幼兒能夠參與班級活動與學習，成為非常重要的議題。本文採用文獻分析法，旨在探討的內容有四：一、聯合國與歐美倡議的融合教育；二、學前融合教育課程實施的重要原則；三、學前融合教育課程的發展沿革；四、歐美學前融合教育課程的特徵。最後，提出相關建議，包含普特行政機關與組織的合作與支持、普特師資培育與專業發展課程架構的合作與整合、研發系統化並具實證為基礎之優質學前融合教育課程、以實證為基礎的在職進修課程、家園合作之學前融合教育等建議，期待有益於國內學前融合教育課程與教學品質之提升。
Inclusive education is currently being actively promoted to ensure the rights of all young children to study in ordinary classes. A fundamental concern is how preschool teachers and related professionals consider the special needs and interests of young children when implementing adaptive curriculum and instruction, thereby enabling both ordinary young children and those with disabilities to truly participate in classroom activities and learning. This paper mainly investigated four aspects: (1) support for the development of curriculum and instruction from international organizations, such as the United Nations, European Union, and the United States (2) key implementation principles, (3) development process, and (4) features of curriculum and instruction in preschool inclusive education (PIE). Finally, suggestions for enhancing the quality of curriculum and instruction in PIE in Taiwan were proposed, including conducting administrative restructuring and cooperation, integrating the framework of the teacher education and professional development curriculum for ordinary and special education, developing qualified evidence-based preschool inclusion curriculum, offering evidence-based on-the-job training courses with support, and implementing PIE through family-preschool cooperation.
期刊論文
1.于承平、羅清水、林俞均、王菊生(20130500)。我國實施融合教育政策之探討。教育政策論壇，16(2)=46，115-146。new window  延伸查詢new window
2.劉豫鳳(20130300)。芬蘭幼兒教保現況--教育均等理念之實踐。教育資料集刊，57，101-126。new window  延伸查詢new window
3.張德銳(20150600)。從有效教學到差異化教學--把每一位學生都帶上來。教師天地，196，32-38。  延伸查詢new window
4.呂偉白(20140300)。美國多層次補救教學鑑定模式之評析。當代教育研究季刊，22(1)，87-126。new window  延伸查詢new window
5.柯秋雪(20131000)。從國際教育政策談我國優質學前融合教育之發展方向。國民教育，54(1)，56-66。  延伸查詢new window
6.Barton, E. E.、Smith, B. J.(2015)。Advancing high quality preschool inclusion: A discussion and recommendations for the field。Topics in Early Childhood Special Education，35(2)，69-78。  new window
7.Buysse, V.、Peisner-Feinberg, E.(2010)。Recognition and Response: Response to intervention for preK。Young Exceptional Children，13(4)，2-13。  new window
8.Cefai, C.、Cavioni, V.、Bartolo. P.、Simoes, C.、Miljevic-Ridicki, R.、Bouillet, D.、Erikson, C.(2015)。Social inclusion and social justice: A resilience curriculum for early years and elementary schools in Europe。Journal for Multicultural Education，9(3)，122-139。  new window
9.Conn-Powers, M.、Cross, A. F.、Traub, E. K.、Hutter-Pishgahi, L.(2006)。The universal design of early education: Moving forward for all children。Beyond the Journal: Young Children on the Web。  new window
10.Dinnebeil, L. A.、Boat, M. B.、Bae, Y.(2013)。Integrating principles of universal design into the early childhood curriculum。Dimensions in Early Childhood，41(1)，3-13。  new window
11.Gargiulo, R. M.、Sluder, L. C.、Streitenberger, D.(1997)。Preparing early childhood educators for inclusive programs: A call for professional unification。Early Childhood Education Journal，25(2)，137-139。  new window
12.Guralnick, M. J.、Bruder, M. B.(2016)。Early childhood inclusion in the United States: Goals, current status, and future directions。Infants & Young Children，29(3)，166-177。  new window
13.Harkins, S. B.(2012)。Mainstreaming, the regular education initiative, and inclusion as lived experience, 1974-2004: A practitioner's view。i.e.: inquiry in education，3(1)。  new window
14.Lundqvist, J.、Westling, A. M.、Siljehag, E.(2016)。Characteristics of Swedish preschools that provide education and care to children with special needs education。European Journal of Special Needs Education，31(1)，124-139。  new window
15.Odom, S. L.、Buysse, V.、Soukakou, E.(2011)。Inclusion for young children with disabilities: A quarter century of research perspectives。Journal of Early Intervention，33(4)，344-356。  new window
16.Rakap, S.、Parlak-Rakap, A.(2011)。Effectiveness of embedded instruction in early childhood special education: A literature review。European Early Childhood Education Research Journal，19(1)，79-96。  new window
17.Sandall, S. R.、Schwartz, I. S.、Joseph, G.(2001)。A building blocks model for effective instruction in inclusive early childhood settings。Young Exceptional Children，4(3)，3-9。  new window
18.Snyder, P. A.、Rakap, S.、Hemmeter, M. L.、McLaughlin, T. W.、Sandall, S.、McLean, M. E.(2015)。Naturalistic instructional approaches in early learning: A systematic review。Journal of Early Intervention，37(1)，69-97。  new window
19.Soukakou, E. P.(2012)。Measuring quality in inclusive preschool classrooms: Development and validation of the inclusive classroom profile (ICP)。Early Childhood Research Quarterly，27(3)，478-488。  new window
20.Wu, Xiuwen(2010)。Universal design for learning: A collaborative framework for designing inclusive curriculum。ie.: inquiry in education，1(2)。  new window
21.Yu, S. Y.、Ostrosky, M. M.、Fowler, S. A.(2012)。Measuring young children's attitudes toward peers with disabilities: Highlights from the research。Topics in Early Childhood Special Education，32(3)，132-142。  new window
22.林貴美、Villanella, Gaetanina(20081200)。義大利學校制度與融合教育的發展與變革。教育資料集刊，40，147-177。new window  延伸查詢new window
會議論文
1.UNESCO(2008)。Inclusive education: The way of the future。Conclusions and recommendations of the 48th session of the International Conference on Education [ICE]。Geneva：International Conference Centre。  new window
研究報告
1.教育部(2017)。106年度特殊教育統計年報。臺北市：教育部。  延伸查詢new window
學位論文
1.劉學融(2009)。優質學前融合教育指標建構之研究(碩士論文)。國立嘉義大學。  延伸查詢new window
2.李麗蘭(2012)。主題課程與教學調整在學前融合教育之行動研究(碩士論文)。中原大學。  延伸查詢new window
3.姚婷貽(2011)。學前融合班教師運用「融合課程建構模式」教學歷程之研究(碩士論文)。國立屏東教育大學。  延伸查詢new window
4.陳一嫻(2017)。全方位學習設計在學前融合教育中對特殊幼兒促進發展之成效(碩士論文)。國立臺東大學。  延伸查詢new window
5.Stone, J.(2013)。Planning for universal design for learning in the early childhood inclusion classroom: A case study(-)。  new window
圖書
1.United Nations(2015)。Sustainable Development Goals。United Nations。  new window
2.UNESCO(1994)。The Salamanca Statement and Framework for Action on Special Needs Education。Salamanca：UNSECO。  new window
3.鈕文英(2015)。擁抱個別差異的新典範：融合教育。心理出版社。new window  延伸查詢new window
4.Armstrong, F.、Armstrong, D.、Barton, L.(2016)。Inclusive education: Policy, contexts and comparative perspectives。New York, NY：Routledge。  new window
5.Cate, D.、Diefendorf, M.、McCullough, K.、Peters, M. L.、Whaley, K.(2010)。Quality indicators of inclusive early childhood programs/practices: A compilation of selected resources。Chapel Hill, NC：The University of North Carolina, FPG Child Development Institute, National Early Childhood Technical Assistance Center。  new window
6.Center for Applied Special Technology(2011)。Universal design for learning guidelines version 2.0。Center for Applied Special Technology [CAST]。  new window
7.Deiner, P. L.(2010)。Inclusive early childhood education: Development, resources, practice。Belmont, CA：Wadsworth Cengage Learning。  new window
8.DEC、NAEYC(2009)。Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC)。The University of North Carolina, FPG Child Development Institute。  new window
9.European Agency for Development in Special Needs Education(2010)。Teacher education for inclusion - International literature review。Odense, Denmark：European Agency for Development in Special Needs Education。  new window
10.European Agency for Development in Special Needs Education(2013)。Organisation of provision to support inclusive education Literature review。Odense, Denmark：European Agency for Development in Special Needs Education。  new window
11.European Agency for Special Needs and Inclusive Education(2016)。Inclusive early childhood education: An analysis of 32 European examples。Odense, Denmark：European Agency for Development in Special Needs Education。  new window
12.Gallagher, J. J.(2006)。Driving change in special education。Baltimore, MD：Paul H. Brookes。  new window
13.Gargiulo, R. M.、Kilgo, J. L.(2011)。An introduction to young children with special needs: Birth through age eight。Belmont, CA：Wadsworth。  new window
14.Grisham-Brown, J.、Hemmeter, M.、Pretti-Frontczak, K.(2017)。Blended practices for teaching young children in inclusive settings。Baltimore, MD：Paul H. Brookes。  new window
15.Gruenberg, A. M.、Miller, R.(2011)。A practical guide to early childhood inclusion: Effective reflection。Boston, MA：Pearson。  new window
16.Horn, E. M.、Palmer, S. B.、Butera, G. D.、Lieber, J. A.(2016)。Six steps to inclusive preschool curriculum: A UDL-based framework for children's school success。Baltimore, MD：Paul H. Brookes。  new window
17.Lawrence, S.、Smith, S.、Banerjee, R.(2016)。Preschool inclusion: Key findings from research and implications for policy and future research。New York, NY：National Center for Children in Poverty。  new window
18.Moore, L. O.(2009)。Inclusion strategies for young children: A resource guide for teachers, child care providers, and parents。Thousand Oaks, CA：Corwin Press。  new window
19.Oliver, M.、Barnes, C.(2012)。The new politic s of disablement。Basingstoke：Palgrave MacMillan。  new window
20.Sandall, S. R.、Schwartz, I. S.(2008)。Building blocks for teaching preschoolers with special needs。Baltimore, MD：Paul H. Brookes。  new window
21.Turnbull, A. P.、Turnbull, H. R.、Kyzar, K.(2009)。Family-professional partnerships as catalysts for successful inclusion: A United States of America perspective。  new window
22.Turnbull, A. P.、Turnbull, H. R.、Erwin, E. J.、Soodak, L. C.、Shogren, K. A.(2015)。Families, professionals, and exceptionality: Positive outcomes through partnership and trust。Upper Saddle River, NJ：Pearson。  new window
23.Turnbull, A. P.、Turnbull, H. R.、Wehmeyer, M. L.、Shogren, K. A.(2016)。Exceptional lives: Special education in today's schools。Upper Saddle River, NJ：Pearson。  new window
24.United Nations Children's Fund UNICEF(2012)。The right of children with disabilities to education: A rights-based approach to inclusive education。Geneva：UNICEF Regional Office for Central and Eastern Europe and the Commonwealth of Independent States [CEECIS]。  new window
25.Widerstrom, A. H.(2005)。Achieving learning goals through play: Teaching young children with special needs。Baltimore, MD：Paul H. Brookes。  new window
26.Wills, D.、Darragh-Emst, J.、Presley, D.(2012)。Quality inclusive practices checklist。Normal, IL：Heartland Community College, Heartland Equity and Inclusion Project。  new window
27.Wolery, R. A.、Odom, S. L.(2000)。An administrator's guide to preschool inclusion。Chapel Hill, NC：University of North Carolina, FPG Child。  new window
28.Bronfenbrenner, Urie(1979)。The Ecology of Human Development: Experiments by Nature and Design。Harvard University Press。  new window
其他
1.European Commission(2014)。Report on the implementation of the UN Convention on the Rights of Persons with Disabilities (CRPD) by the European Union，http://ec.europa.eu/justice/discrimination/files/swd_2014_l 82_en.pdf。  new window
2.International Bureau of Education-UNESCO IBE-UNESCO(2016)。Reaching out to all learners: A resource pack for supporting inclusive education，http://unesdoc.unesco.org/images/0024/002432/243279e.pdf。  new window
3.UNESCO(2004)。Changing teacher practices using curriculum differentiation to respond to students' diversity，http://firgoa.usc.es/drupal/node/42814。  new window
4.U.S. Department of Health and Human Services HHS，U.S. Department of Education ED(2015)。Policy statement on inclusion of children with disabilities in early childhood programs，https://www2.ed.gov/policy/speced/guid/earlylearning/joint-statement-full-text.pdf。  new window
圖書論文
1.張美華、簡瑞良(2006)。新全方位課程設計的意義內涵與理論基礎。特殊教育文集。  延伸查詢new window
2.林秀錦、柯秋雪(2015)。發展遲緩者之教育。特殊教育導論。臺北市：五南。  延伸查詢new window
3.盧明、曾淑賢(2017)。課程設計與教保策略。早期療育。臺北市：心理。new window  延伸查詢new window
4.Portelli, J. P.(2011)。Inclusive education and democratic values。Inquiry into practice: Reaching every student through inclusive curriculum。Toronto, Canada：University of Toronto Oise。  new window
 
 
 
 
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