本硏究旨在探究學前教師在面對語言發展遲緩之新住民幼兒時所採用的教學策 略。主要硏究目的如下：探究幼教師對於語言發展遲緩幼兒的教學策略，了解幼教師輔 導語言發展遲緩幼兒所遭遇的困境，以及了解語言發展遲緩幼兒新住民家長對教師所提 供輔導的觀點和需求。硏究者選擇一名經醫院篩檢爲中度語言發展遲緩之新住民子女爲 硏究對象，跟隨個案進入一所國小附幼之融合教育班，以教室參與觀察、深度訪談和文 件分析等方法，進行爲期兩個月之資料收集。本硏究以三角檢測法分析所收集之資料， 從硏究對象的主觀陳述、硏究場域的客觀呈現、以及文件觀點不斷進行交叉分析。本硏 究之發現如下：
一、新住民子女語言發展不佳非普遍現象，文化剌激不足是主要因素。
二、硏究對象老師被動接受個案幼兒，並無積極之教學與輔導策略規劃。
三、在面對語言發展遲緩幼兒進行教學時，以一對一的個別輔導方式最具成效。
四、幼教師輔導語言發展遲緩幼兒所遭遇的困境包括：專業知能與人手不足、教師接受 特殊兒意願不高、家長的抗拒。
五、在面對語言發展遲緩幼兒進行教學時，教師態度比相關專業知能更具影響力。
六、家長對於教師所提供之輔導表示看不到具體成效。
七、幼教教師普遍對學前融合教育的實施方式與成效持保留態度。

The main purpose of this case study was to examine the teaching strategies preschool teachers adopted in dealing with speech delay new immigrant children. There were four research questions proposed. What were the strategies that preschool teachers adopted while dealing with children with speech delay? What were the obstacles encountered while implementing the teaching strategies? What were the target child’s parents’ expectations and needs? And what were the perspectives the teachers and the parent possessed toward the early inclusive education? This researcher invited a child whom was reported by the hospital with speech delay problem as the subject for study, and followed the target child into an inclusive classroom for 4-5 year olds in a public kindergarten. Classroom participant observation, in-depth interview, and document analysis were the major tools to collect data. Triangulation was adopted for data analysis. The findings of this study are as the followings:
1. The lack of cultural and environmental stimulates was the major factor for speech delay, new immigrant mother was not the case.
2. There was no strategy to be identified while dealing with the target child.
3. Individual instruction was found to be the most effective way to facilitate the target child’s learning.
4. The obstacles encountered were the lack of the related knowledge and competence, assistant teachers needed, and the resistance from the parents.
5. The teachers’ positive attitude was found to be more powerful than the related knowledge and competence in terms of teaching children with speech delay.
6. The parent reported that there was very little progress in terms of the target child’s learning.
7. Preschool teachers had little confidence in implementing the inclusive education for young children.