本研究旨在探討學前個別化教育計畫之規劃與實施歷程，採取個案研究法，以中部 一所私立幼兒園為對象，透過焦點訪談、參與觀察和IEP 文件檔案等方式進行探究。研 究結果發現，幼兒園教師對於IEP 的理解和態度尚稱完整及正向，而在IEP 實施的現況 與問題方面，研究發現（1）教師通常會以教室觀察、訪談家長和蒐集過去評估資料等 方式，進行IEP 目標擬訂前的評量，但較缺乏對特殊幼兒個別需求評量的客觀資料。（2） 教師通常從特殊幼兒目前較為欠缺的能力，著手擬定IEP 目標，或是以先前的學習結果 來訂定目標，但IEP 目標較難以融入班級課程。（3）教師雖表示會以搭配班級主題課程 方式實施IEP，但因IEP 目標與班級課程脫鉤，使得IEP 的執行較難以具體實施，且面 臨人力資源和時間不足的問題。（4）教師通常配合平時的教學與教室觀察，評鑑特殊幼 兒的學習表現和IEP 達成的情況。

This is an explorative case study of how kindergarten teachers’ conceptualize and respond to pupil diversity in the context of individualized education program (IEP). The purpose is to investigate critically current practice in relation to individualized education program for pupils in central of Taiwan. The methods used were interviews with practitioners; and IEP document analysis. The findings showed that: (1) Most of the teachers design and implementation of IEP were examined through semi-structured interview with parents and other professionals; classroom observation; and annual review document analysis. However, results also showed that IEP goals are generally poorly written, particularly in terms of their measurable objectives as pupils’ progress in education (2) Teacher analyze data and status of pupil for common strands of strengths and needs. In order to create a formalized IEP for instruction that will address unique pupils’ needs. (3) Kindergarten teachers could integrate IEP goals into theme curriculum activate. But findings showed that IEP goals for pupils with theme curriculum do not attend to their needs of more functional contents. Moreover, the process of implementing the IEP goal confronts different difficulties, etc. lock of time and teachers (4) Evaluating pupils performance and progress of IEP with multiple ways.