本研究以質性研究取向深入探討特教巡迴輔導老師和幼教老師在融合情境中的合作歷程。硏究者提供自然情境教學支持的特教巡迴輔導，進入11 所沒有特教資源的私立托兒所達三年。由於特教老師和特殊幼兒構成一個微觀系統，幼教老師和特殊幼兒也形成一個微觀系統，兩者之間聯繫而成的中介系統為本硏究提供了分析與詮釋的思維脈絡。硏究資料主要來自硏究者參與觀察的個人札記、訪談三位特教巡迴輔導老師和五位幼教老師所得到的資料以及相關記錄文件。整個合作歷程展現出：一、合作關係不會自然發生，必須先了解彼此的需求與期待；二、初入場域，建立以解決問題為取向的關係是關鍵；三、啟動中介系統的趨近過程能夠化解專業衝突，堅持溝通與投入時間是不可或缺的轉化要素；四、專業合作的關係往正向發展時，特教老師和幼教老師也獲得專業成長。除了特教老師和幼教老師合作歷程的主軸故事之外，又浮現另一個值得重視的主題：同儕與督導支持對於新手特教巡迴輔導老師的專業發展與專業合作有相當幫助。

Purpose: In Taiwan, increasingly more children with special needs attend regular preschool classrooms. In response to the trend of early inclusion, the itinerant early childhood special education (ECSE) teacher has become an important support for children with special needs and preschool teachers. We view the child with special needs as a developing individual within nested systems. The child and his ECSE teacher form one microsystem,whereas he and his preschool teacher form another microsystem. The mesosystem consists of the connection between the two microsystems. This study follows the context of the mesosystem to explore the collaborative process between ECSE teachers and preschool teachers. Methods: We trained itinerant teachers to provide services for 3 years, based on the naturalistic approach, to 11 private preschools that have no special education resources. This study adopted the qualitative approach to explore the collaborative process between ECSE teachers and preschool teachers. The data were collected through participation, observations, documents, and interviews with 3 itinerant ECSE teachers and 5 preschool teachers. Results/Findings: The results of this study indicate (1)collaboration did not occur spontaneously and it was necessary for ECSE teachers and preschool teachers to understand each other’s needs and expectations. (2) It was important to gain entry based on a problem-solving approach. (3) Activating the proximal processes was crucial for solving professional conflicts and this took time. (4) Teachers’professional development was facilitated once their connection in the mesosystem moved in a positive direction. In the collaboration process between ECSE teachers and preschool teachers, a discovery about novice ECSE teachers emerged; peer coaching and mentoring support are important for their professional growth and collaboration. Conclu sions/Implications: Children with special needs learn through ongoing interaction within their natural contexts rather than in isolated sessions. Early inclusion provides various and abundant opportunities for children with special needs, but preschool teachers need support from ECSE teachers to incorporate daily routines into their teaching. Collaboration is important despite the fact that there might be different professional backgrounds and perspectives between ECSE teachers and preschool teachers. Successful collaboration takes time to work out and does not occur accidentally. This study emphasizes that the key to collaboration success is not a simple formula such as two teachers sitting side by side, but arises from two teachers working together toward a common goal, that is,helping the child with special needs. Leadership was not sufficient and sometimes decentralization and equalitarianism yield better results during this process. When itinerant services became a regular and stable support for preschool teachers, some aspects changed such as the teacher role, interaction, and relationships between ECSE teachers and preschool teachers. The child with special needs benefits the most. In addition, a novice ECSE teacher who has support from peers or mentors does better than one who faces a mesosystem alone.