本研究旨在探討：（１）臺北市自足式啟智幼兒班實施回歸主流現況；（２）教 師對實施回歸主流的看法與建議；（３）教師對實施混合教育的看法與建議；（４）教師對 目前實施回歸主流的滿意程度。 本研究對象包括臺北市 11 個自足式啟幼班、21 名啟幼班 教師及各園啟幼班教師推薦的普通班教師 7 名，共 28 名教師。 本研究採半結構式訪談法 與問卷調查法，分兩階段進行；使用工具為自編訪談題綱及「回歸主流及混合教育實施要素 重要性與實施程度自我評鑑調查表」。本研究主要的發現有：（１）臺北市現有 11 個自足 式啟智幼兒班皆有實施回歸主流，但回歸的時段多利用全園性的活動和不定期的社交聯誼活 動； （２）全市現有 52 名自足式啟智幼兒班學生中，有 8 位除參加全班性的回歸主流活 動外，也被安排作個別化的回歸；有的啟智幼兒班學生智力接近正常，但回歸時仍有不適應 的問題；（３）影響回歸主流的因素錯綜複雜，有的與整個幼稚園有關，有的則牽涉到普通 班內、特殊班內、普通班和特殊班的關係、老師與家長間的關係等生態因素；（４）啟智幼 兒班教師對回歸主流或混合教育實施要素的看法頗一致；（５）啟智幼兒班教師對回歸主流 實施情形不甚滿意。根據研究結果，提出對實施回歸主流或混合教育與未來研究方向的建議 。

　　　　　The purpose of the study was to investigate: (1) the current status of mainstreaming in public preschool programs for children with mental retardation in Taipei city; (2) teachers' opinions about mainstreaming; (3) teachers' opinions about placing mildly-delayed children in regular preschool classrooms; (4) teachers' self-evaluation about the current status of mainstreaming. A total of 28 teachers including 21 special education teachers and 7 regular classroom teachers coming from 11 public preschool programs attended the study. Interviews and self-made questionnaire were given face-to-face to the subjects. Main findings included: (1) all 11 programs had mainstreaming activities, yet, the activities used were mainly whole-school activities and irregular social-leisure activities; (2) 8 out of 52 students in all programs had individualized mainstreaming opportunities; some students with near-normal intelligence adjusted poorly in the process of mainstreaming; (3) Factors affecting mainstreaming included ecological variables affecting the whole preschool, the regular classrooms, the special education classrooms and relationship between teachers and parents; (4) opinions about critical components needed for successful mainstreaming were quite consistent among special education teachers; (5) special education teachers were not satisfied with the current status of mainstreaming. Suggestions were made for future research and implementing mainstreaming in preschools.