本文獻旨在透過文獻回顧探討學前融合教育在現場實施的困境、問題，期望透過此分析給予行政機關及教師相關的建議。本文獻主要發現如下：一、特教資源、師資專業、課程教學及轉銜輔導上，皆是劣多於優，研究者建議在環境、行政上應多給予支援，鼓勵教師多參與特教相關研習，另在通報、安置上建立完善的通報安置流程；二、在家長面向上，可用正向態度來面對幼兒，以提昇融合教育成功對機會；三、在融合教育中的特殊兒：教師應多給予重複練習的機會，並營造與同儕社會互動的氛圍；四、教師在融合教育的過程中，可邀請特殊教育相關人員進班進行合作教學，以正向積極的態度協助特殊兒，不僅可以減輕教師壓力，更可以協助特殊生適應融合教育的生活。

This paper aims to explore the predicament and difficulties of the inclusive early childhood education based on the findings and comments from previous empirical studies on this issue, which is expected to provide practical suggestions to the policy makers as well as the preschool teachers. The findings of this study are fourfold. First, limited special education resources, weak professional expertise, poor classroom instruction, and inadequate transitional counseling render it difficult and challenging to implement the inclusive early childhood education. Thus, the researchers suggest that the much more administrative supports, such as providing more resources and sufficient professional training, should be given to preschool teachers working in the special education. In addition, the establishment of notification of the resettlement process is urgently needed. Second, parents should take a more positive attitude toward the special children to enhance the possibility of the successful inclusive early childhood education. Third, teachers should provide special children with more repeated practices and create a friendly environment and atmosphere where special children could interact with each other. Fourth, teachers could adopt the cooperative teaching technique and co-teach with special education experts, in which the special children could greatly benefit from the instruction and effectively adjust to school life and on top of that teachers' stress could also be significantly reduced.