本研究旨在針對自編「發展遲緩幼兒課程」的評鑑結果加以探討。透過26位學者專家及實務工作者訪談，依據課程內容初稿予以評鑑分析，進一步設計跨六大領域之教學內容，針對50位發展遲緩幼兒進行四個月班級實驗教學研究，之後，並請11位試用此課程之教師評析其內容，以了解課程內容之可行性與適切性，著手驗證、探討與修正。本研究之工具係採「實驗教學前課程評鑑訪談記錄表」與「實驗教學後課程評鑑問卷」。所得之資料分採平均數、標準差及百分比等方式進行分析。本研究之主要發現如下：(1)專家學者及實務工作者對於「發展遲緩幼兒課程初稿」，大致持以正向評價；(2)受訪者認為「發展遲緩幼兒課程稿」內容廣度與日常生活結合，以發展遲緩幼兒之身心發展特質及需要為考量；(3)在26位受訪者中，11位以上最常使用中重度智障者功能性教學綱要、香港協康會-兒童訓練指南，以及Portage早期教育課程；(4)參與實驗教學教師使用「發展遲緩幼兒課程」之後，大部分給予正面支持與回饋；(5)實際參與教學的教師提及試用「發展遲緩幼兒課程」，發現該跨領域課程內容可讓教師在教學上充分使用；(6)實際從事實驗教學的教師認為課程內容提供學生多方面嘗試、操作及演練的機會，班上學生之學習動機、學習專注力、主動參與比率也大為增加，師生與同儕之間的互動關係良好，而且互動比率提高。得知本研究經由班級實驗教學驗證之後，發現所設計的課程內容具有適切性；(7)試用本研究課程之教師一致肯定透過跨領域「發展遲緩幼兒課程」，提供教師整合型的教學方針，也認為可增長教師教學的經驗及充實學生學習之歷程，提供師生正向地回饋。根據上述結果，本研究分別對於課程內容及未來課程設計，提出相關的建議。

　　　　　The main purpose of this study was to explore the application effects of a self-designed curriculum for developmentally delayed preschoolers. The subjects included 26 experts and teachers in the first draft curriculum evaluation interview, 50 age three to five developmentally delayed preschoolers during the experimental teaching session, and 11 teachers participated in the experimental for the final curriculum evaluation interview. Data were gathered by both the pre-experimental curriculum evaluation form and post-experimental curriculum evaluation form. Data were analyzed by both quantitative and qualitative methods. The main findings were: (1) For the opinions of the curriculum for developmentally delayed preschoolers, most of the experts and teachers showed positive attitudes towards the first draft curriculum for developmentally delayed preschoolers. (2) over 40% of the interviewees presently used Functional curriculum outlines for the Moderately and Severely Mentally Retarded Hong Kong Heep Hong Society for Handicapped Children Developmental Learning Package and Portage Early Education Program as their early intervention curricula. (3) all participating in the experiment teachers gave positive support and high recommendation of the curriculum. (4) both pre-experimental and post-experimental interviewees thought curriculum content broadly connected with daily life and very suitable for developmentally delayed preschoolers. Based on the above findings, some suggestions were made for curriculum content, and future research.