本研究以「專業諮詢介入」服務方式實施，透過合作互動過程，進入兩個學前融合班級，協助兩位無任何特教背景及專業知識訓練的學前教師，擬定與執行個別化教育計劃，進而促進兩位特殊幼兒(四歲中度智能障礙幼兒與五歲中度聽障幼兒)的學習與社會互動成效。合作實施過程中，兩位研究者以合作諮詢者角色入班觀察、與教師討論實施困境，協助發展解決策略，教師依據討論結果，修正教學計畫與策略進行教學，實施過程不斷以此模式循環進行。介入期間為期十週，研究資料收集包括：教師訪談、家庭訪視、家長訪談、入班觀察、討論會談錄音逐字稿、IEP 會議紀錄、教師教學紀錄、個案學習評量紀錄、研究者省思與研究者間溝通檢討記錄等。結果顯示：(1)教學諮詢介入增加教師對特殊幼兒的注意與機會給予，進而提升特殊幼兒的自信心；(2)個別化教育計劃的指導與實施，使教師有計畫地協助特殊幼兒；(3)教師增進對特殊幼兒的瞭解並能做有效的輔導；(4)有效的教學策略提供與問題解決策略討論，讓教師有信心面對特殊幼兒；(5)兩位特殊幼兒在各方面的學習都有明顯的成長，特別是社會互動行為及主動性行為的增加，值得一提的是智能障礙幼兒的語言發展，從無任何語言到自主性語言的產生。

In this study researchers used “cooperation counseling ntervention”which was proceed in cooperative and interactive service style. Two researchers entered two preschool inclusive classrooms to help two preschool teachers, having no special education background and professional training, to develop and implement the special students’Individualized
Educational Programs. The intervention contributed to the learning and social progress of two special children, a four-year-old boy with moderate mental retardation and a five-year-old girl with moderate hearing-impairment.In the intervention process, the researchers, as cooperative counselors, entered the classroom to observe the special children learning, to discuss the obstacles teachers facing when implementing the programs, to assist teachers to develop solution strategies. Then teachers amended their teaching plans and strategies according to the discussions. These processes were used in continuous cycle during 10 weeks intervention. The methods of research data collection included: teacher interviews, home visits, parent interviews,
classroom observation records, the verbatim records from tape-recordings of every discussion,the meeting records of IEPs, teachers teaching notes, the case study and assessment records,the researchers reflection journals and researchers’communication records for reviewing theintervention.
The effect shows that：1.The intervention increasing teachers’attention and giving more chances to special children can elevate confidence of disable children.2.By the implementation of IEPs, teachers can help the disable children to learn.3.By providing effective intervention, the disable children can make progress.4.By providing effective instruction strategies to teachers, they can teach disable children with confidence;
5.Two special children had obvious growth in all aspects of learning, especially in social and initiative behavior.It is worth mentioning that the moderate mentally retarded child's language development,from no utterance elevated to the autonomous talking.