本研究旨在探討雲林縣、嘉義縣學前巡迴輔導教師之教學現況。所要暸解的教學現況，包括交通情況、工作內容、跨領域溝通、專業成長需求、行政支援等，以及巡迴輔導教師處理這幾個教學現況的方法。 本研究採取質性研究。研究者透過半結構式訪談大綱做為訪談的工具，對雲林縣、嘉義縣各三位學前巡迴輔導教師進行訪談。經由蒐集學前巡迴輔導教師在幼兒園所巡迴輔導教學之情況，整理歸納並分析他們的看法，以發現雲林縣、嘉義縣的差異和共同處。 訪談所得之資料，可提出以下之結論： 〈一〉雲林縣學前巡迴輔導教師到輔導園所的交通時間與距離似乎較長，無形中增加學前巡迴輔導教師的心理負擔。在嘉義縣逐年增設學前巡迴班之後，目前嘉義縣學前巡迴輔導教師並無反映輔導園所交通時間與距離的問題。〈二〉目前雲嘉兩縣並未編列預算補助學前巡迴輔導教師交通費及辦理意外責任保險，似會造成學前巡迴輔導教師輔導教學額外增加的交通費負擔及意外事故風險。〈三〉目前學前巡迴輔導教師的專業能力似難以因應不分類巡迴輔導班型，也產生不分類派案課程輔導的困擾。〈四〉嘉義縣政府未編列固定預算補助特教班經費，以做為採買教材教具的經費所需。〈五〉雖然雲嘉兩縣主管教育行政機關每年都會辦理IEP研習，但是受限研習參與人數限制，還是有許多普通班教師未參加過IEP研習。〈六〉為幼兒園教育人員、家長規劃特教研習、特教宣導、親職教育等研習仍有不足，無法讓身心障礙幼兒獲得更理想的照顧，以致影響學前巡迴輔導教師巡迴服務時流程的順暢。〈七〉教育行政主管機關分配專業團隊資源時，仍未以各教育階段特殊教育學生人數為依據，仍有偏重國中、國小階段之現象，以致錯失在關鍵時期進行早期療育的機會。 根據研究結果，本研究最後並提出相關建議，以供關心巡迴輔導教學的人士及未來研究之參考。 This study aimed to investigate the current status of teaching on Yunlin and Chiayi County preschool itinerant teachers. The understanding of current status of teaching included traffic conditions, job content, interdisciplinary communication, professional development needs, and administrative support as well as the approaches the itinerant teachers deal with the status of teaching. Qualitative research was employed in this study. Semi-structured interview outline was used as a research tool. Three preschool itinerant teachers, respectively, from Yunlin and Chiayi County were interviewed. Through collecting the current status of teaching of preschool itinerant teachers, their opinions were analyzed and organized in order to find commonalities and differences between Yunlin and Chiayi County. The data obtained from the study disclosed the following findings:1.The transportation time and distance to preschools served seem longer for preschool itinerant teachers in Yunlin County so that potentially increase their psychological burden. Currently there are no responses of transportation time and distance problems from preschool itinerant teachers in Chiayi County after increasing preschool itinerant classes each year. 2.Currently no budgeting available to subsidize preschool itinerant teachers travel and accident and liability insurance in Yunlin and Chiayi County so that might cause additional burden of traveling expenses and accident risks for these teachers.3.The current professional competences of preschool itinerant teachers seem difficult for them to cope with the challenges of noncategorical itinerant classes which also cause problems in assigning itinerant jobs.4.Chiayi County Government did not budget fixed grants for special education classes to purchase teaching materials and aids needed.5.While IEP workshops are set up annually by the educational authorities of Yunlin and Chiayi County, there are still many regular class teachers who are unable to participate in this kind of learning due to limited opportunities. 6.Efforts are still insufficient to arrange special education workshop and publicity and parent education for preschool educators and parents so that children with disabilities may not get better care, which also affects the smooth service processes provided by preschool itinerant teachers.7.In allocating professional team resources, the educational authorities still did not base on the number of special education students in various stages of education. The phenomenon of overemphasis on elementary and junior high stages seems to exist so that might miss a critical period of opportunities for early intervention. Based on the findings of this study, some related recommendations were made for people who are concerned with itinerant programs and future research.
