本研究以瞭解嘉義縣市學前教師對融合教育支援需求與現況，並分析不同背景變項學前教師對於融合教育支援需求與現況之差異。以自編「學前教師對融合支援需求及現況問卷」，調查嘉義縣市公私立案園所467名的學前教師，蒐集對融合教育支援的意見，並以百分比、t考驗及獨立樣本單因子變異數等統計方法進行資料處理與分析。本研究之主要發現如下：一、融合教育支援需求與現況落差在行政運作支援、專業知能支援、課程教學支援、親職教育支援等方面，學前教師對融合教育支援需求與現況之間有落差。二、不同背景變項學前教師對融合教育支援需求與現況以「教育背景」、「特教背景」、「公私立案」及「融合教育教學經驗」學前教師在支援需求差異達到差異；以「融合教育教學經驗」、「班級數規模」及「擔任職務」學前教師在支援現況差異達到差異；其不同背景變項學前教師在支援需求與現況沒有差異。三、不同背景變項學前教師對融合教育支援落差差異「班級數規模」、「擔任職務」學前教師在融合教育支援落差差異達到差異。其餘不同背景變項學前教師對融合教育支援落差沒有差異。 The purposes of this study were to investigate the current status and requirements for the inclusive education support and their differences for preschool teachers with various background in Chiayi County and City. The instrument used for data collection in this study was a questionnaire designed by the researcher and was titled as ＂the current status and requirements of the inclusive education support for preschool teachers.＂ The 467 subjects for the questionnaire were preschool teachers sampled from legally registered public and private kindergartens in Chiayi County and City. The statistic data was analyzed by percentages, the T test, and one-way analysis of variance (one-way ANOVA). The main findings of this study were summarized as follows:1. The current status and the requirements for inclusive education supportThere were gaps between the current status and the requirements for inclusive education support for preschool teachers in many ways, including administrative operation support, professional competency support, curriculum and instruction support, parent education support and the overall aspects. 2. The current status and requirements for inclusive education supply for preschool teachers with different backgroundThere were statistic significances in the supply requirements for preschool teachers in ＂education background＂, ＂special education background＂ ＂legally registered private and public schools＂ and ＂teaching experience of inclusive education＂ In the current supply status, ＂teaching experience of inclusive education＂, ＂class size＂, and ＂administrative position＂ showed significant differences. As for the differences in the supply requirements and current status, different background variables did not generate distinct differences. 3. The differences for preschool teachers in inclusive education among different background variables＂Class size＂ and ＂administrative position＂ both reached significant differences in inclusive education supply. On the contrary, the rest background variables did not show any significant differences.
