本研究探討臺北市教保服務人員學前融合教育之態度。採用問卷進行調查，並進行描述性統計、獨立樣本t考驗及單因子變異數分析等統計分析，結合訪談資料探討。研究結果指出臺北市教保服務人員學前融合教育持有積極正向態度，大多教保服務人員認同學前融合教育理念，但願意主動接納身心障礙幼兒進入自己班級就讀者仍少數。研究指出不同園所、教學經驗及特殊教育背景之教保服務人員，對學前階段融合教育之態度達顯著差異。研究發現輕度障礙是教保服務人員認為最適合參與融合教育之障礙程度，發展遲緩、自閉症、語言障礙則是最適合進行融合教育之障礙類別。最後研究者根據本研究結果提出研究建議，以供相關單位作為參考。

The purposes of this study were to investigate the preschool educators’ attitudes towards inclusive education and the differences base on their background variables. Data are collected using a questionnaire survey by the researchers. The sample was composed of preschool educators in Taipei, and employed the descriptive statistics, t test, ANOVA analysis to deal with the data as well as the interviews. The results showed that preschool educators have positive attitudes towards inclusion; however, they become less positive on willing to have children with disabilities enrolled in their classroom. With the preschool educators’ attitudes towards early childhood inclusion education, their different workplace, instructional experiences, and educational expertise indicated their multiple perceptions about these issues. Most of preschool educators had positive feelings about including children with developmental delays, autism and communicative disorders, and were more willing to have students with mild disabilities than with moderate and severe disabilities. Finally, based upon the conclusions of this study, concrete suggestions are provided for education management authorities, teacher training institutions, preschools, preschool educators and future investigators.