本研究旨在探討教師的學前融合教育支援服務需求，並比較不同背景變項的教師
在學前融合教育支援服務需求上的差異情形。主要研究工具為研究者自編之問卷調
查，作為蒐集量化資料的工具。研究對象為屏東地區實際參與融合教育的幼兒教師 168
人為調查對象。將研究所得結果以描述性統計、獨立樣本 t 考驗及單因子變異數分析
等統計方法加以分析。根據資料分析結果，本研究所得的結論如下：
一、教師對學前融合教育支援服務需求程度為「非常需要」 。
二、根據教師自評學前融合教育支援服務需求的各層面上，依平均數高低排列依序為
「行政支援服務」 、 「教學支援服務」 、 「評量支援服務」 。
三、 「教育背景」 、 「特教背景」及「融合教學經驗」等三個教師背景變項對教師學前
融合教育支援服務需求有顯著差異。
最後，研究者根據本研究的結果提出若干建議，以供教育主管機關、學校行政單
位及學前教師參考。

The purposes of this study were to investigate the needs for the inclusive education
support services and the differences based on their background variables for nursery school
teachers. Subjects of this study were 168 nursery school teachers in Pingtung. Data gathered
were analyzed through descriptive statistics, t-test, and one-way ANOVA. The results of this
study were shown as follows:
1. The needs of inclusive education support services for nursery school teachers were very
needed.
2. The overall mean value of the three support services areas were rated by nursery school
teachers as follows: administrative support services, teaching support services, and
assessment support services,.
3. Different kinds of teachers’ background, including education background, special
education background, and different inclusive education teaching experiences have
significant difference on the needs of inclusive education support services for preschool
teachers.
According to the study outcomes, some suggestions were offered for the education
administer, the schools, and nursery school teachers.