19

9327 1938

*

5 10

____________________________________________________________________________ 91-2413-H-024-012

10

20

Fuchs & Fuchs, 1994; Stainback, Stainback & Jackson, 1992Strully & Strully, 1985

89Guralnick, 2001

(1)(2)(3) (4)(5)(6)

()

Kunc, 1992

Jubala, Bishop, & Falvey, 1995; Solomon, Schaps, Watson, & Battistich, 1992

Guralnick1999

()

1960 Gural-nick, 2001; 8185 85(1) (2)

(3)

(4)

(5) (6)

21

Strain Hoyson2000 1960

()

30 Odom, McConnell, & McEvoy, 1992

Schwartz, 2000 Brown 2001

(1)(2)

(3) (4) Brown 2001

Strain & Hoyson, 2000 ()

Triandis, 1971Diamond & Innes, 2001Stone-man, 2001

Diamond et. al., 1997

Deal, 1993, Stolp, 1994

Peterson, 1990, Stolp, 1994

Sapon-Shevin, 1992; Soloman et. al., 1992; Stainback et. al, 1992

Hamre-Nietupski, Hen-drickson, Nietupski Shokoohi-Yekta1994

Salisbury 1995

Janney Snell1996

Lieber 1998

85

22

91 87

91 3 92 9 93 3

85Lieber et. al., 1998

A 17 5

T1 7 20

T2 15 6

B 18 3

T3 7 20

T4 4 20

C 26 1

T5 15 18

T6 15 10

D 26 1 E 26 1

T7 6 10

T8 14 3

T9 7 20

T10 6 10

23

10 3 4 15 8

()

8 12 42 2 4 42 33 9

D E

()

5 9

90 150

Miles & Huberma, 1994

1.

2.

3.

4.

10

24

ABCDE 911206 A 91 12 6 A

ABCDE T1T2T9 AT12 A T1

8 12

13 5. 4.3.2.1.

4.05

ET91

1.

AT11DT71

AT21

2.

DT82

25

DT71

DT72

AT21

3.

T6

()T6 911206 C

DT82

4.

DT71

DT71

DT71 CT61

T7

T6

() 1.

DT81 2.

AT12

26

CT61

3.

CT61

DT81

4.

AT12

5.

BT32

BT32

T7

DT71

6.

DT71

7.

27

DT71

ET92

() 1.

(1)

BT32

BT41

BT32

CT61

(2)

BT32

AT12

(3)

DT81

BT33

28

AT23

CT63

ET91

(4)

AT22

CT61

ET91

2.

ET92

AT12

DT71

3. (1)

BT31

T3 T3 T3 920102 B

(2)

29

! CT61

BT32

(3)

AT12

4.

AT21

BT41

5.

AT11

DT81

DT71

CT51

6.

BT32

CT51

30

DT81 ()

1.

DT71

2.

ET92

3.

DT81

T6 T6 920303 C

DT72

DT72 4.

(1)

BT32

(2)

T3

T3 911226 A

BT41

BT32

(3)

AT13

AT21

31

CT51

5.

BT31

T1 T1 920303 A

6.

AT21

DT71

1.

BT42

2.

DT81

3.

AT21

4.

T9

match ET92

5.

CT62

6.

32

1.

BT41

2.

T3

BT42

3.

AT22

BT31

4.

CT61 5.

DT81

CT62

()

BT32

()

ET92

ET91

10

33

10

()

Guralnick, 1999; Odom et. al., 1992

()

Gural-nick, 2001

85

Lieber 1998

85

()

1.

Salisbury, Evans & Palombaro, 1997; Sapon-Shevin, 1992; Soloman et. al., 1992

Novick, 1993

2.

34

CT62

3.

ET91Brown 2001

()

92 88 90 90

()

Guralnick, 2001

()

1.

2.

35

3.

IEP

4.

()

1.

2.

3.

4.

92

251-26 81

745-83 85

88

115-33 90

32451-483

91

87

6349-380 85

10517-543

89

85

90

15309-335 Brown, W. H., Odom, S. L. & Conroy, M. A.

(2001). An intervention hierarchy for promoting young childrens peer interac-

36

tions in natural environments. Topics in Early Childhood Special Education, 21(3), 162-175.

Diamond, K. E., Hestenes, L. L., Carpenter, E. S. & Innes, F. K. (1997). Relation-ships between enrollment in an inclusive class and preschool children's ideas about people with disabilities. Topics in Early Childhood Special Education, 17(4), 520-536.

Diamond, K. E., & Innes, F. K. (2001). The origins of young children's attitudes to-ward peers with disabilities. In M. J. Guralnick (Eds.), Early Childhood In-clusion: Focus on change.(pp. 159-178). Baltimore, MA: Paul H. Brookes.

Favazza, P. C. & Odom, S. L. (1997). Pro-moting positive attitudes of kindergar-ten-age children toward people with dis-abilities. Exceptional Children, 63(3), 405-418.

Fuchs, D. & Fuchs, L. S. (1994). Inclusive schools movement and the radicalization of special education reform. Excep-tional Children, 60(4), 294-309.

Guralnick, M. J. (1999). The nature and meaning of social integration for young children with mild developmental delays in inclusive settings. Journal of Early Intervention, 22(1), 70-86.

Guralnick, M. J. (2001). Social competence with peers and early childhood inclusion: Need for alternative approaches. In M. J. Guralnick (Eds.), Early Childhood Inclusion: Focus on change (pp. 481-502). Baltimore, MA: Paul H. Brookes.

Hamre-Nietupski, S., Hendrickson, J. & Nie-tupski, J. & Shokoohi-Yekta, M. (1994). Regular educators' percepetions of facili-

tating friendships of students with mod-erate, severe, or profound disabilities with nondisabled peers. Education and Training in Mental Retardation and Developmental Disabilities, 29, 102-117.

Janney, R. E. & Snell, M. E. (1996). How teachers use peer interactions to include students with moderate and severe dis-abilities in elementary general education classes. Journal of the Association for Persons with Severe Handicaps, 21(2), 72-80.

Jubala, K. A., Bishop, K. D., Falvey, M. A. (1995). Creating a supportive class-room environment. In M. A. Falvey (Eds.), Inclusive and heterogeneous schooling: Assessment, curriculum and instruction (pp. 111-129). Baltimore, MA: Paul H. Brookes..

Kunc, N. (1992). The need to belong: Re-discovering Maslows hierarchy of needs. In R. A. Villa, J. S. Thousand, W. Stain-back, S. Stainback (Eds.), Restructuring for caring and effective education: An administrative guide to creating hetero-geneous schools (1st ed.), pp. 25-39. Baltimore, MA: Paul H. Brookes.

Lieber, J. Capell, K., Sandall, S. R., Wolfberg, P., Horn, E. & Beckman, P. (1998). Inclusive preschool programs: Teachers' beliefs and practices. Early Childhood Research Quarterly, 13(1), 87-105.

Miles, M. B. & Huberman, A. M. (1994). Qualitative Data Analysis (2nd ed. ). Thousand Oaks, CA: SAGE Publications.

Novick, R. (1993). Activity-based interven-tion and developmentally appropriate practice: Points of convergence. Topics in Early Childhood Special Education,

37

13(4), 403-417. Odom, S. L., McConnell, S. R., & McEvoy,

M. A. (Eds.) (1992)., Social competence of young children with disabilities: Issues and strategies for intervention. Balti-more, MA: Paul H. Brookes.

Salisbury, C. L., Gallucci, C., Palombaro, M. M., & Peck, C. A. (1995). Strategies that promote social relations among ele-mentary students with and without severe disabilities ininclusive schools. Excep-tional Children, 62(2), 125-137.

Salisbury, C. L., Evans, I. M., & Palombaro, M. M. (1997). Collaborative probem-solving o promote the inclusion of young children with significant disabilities in primary grades. Exceptional Children, 63(2), 195-209.

Sapon-Shevin (1992). Celebrating diversity, creating community: Curriculum that hor-nors and builds on differences. In Stain-back, S. & Stainback, W. (Eds.), Cur-riculum considerations in inclusive class-rooms: Facilitating learning for all stu-dents (pp. 19-36). Baltimore, MA: Paul H. Brookes.

Schwartz, I. (2000). Standing on the shoul-ders of giants: Looking ahead to facilitat-ing membership and relationships for children with disabilities. Topics in Early Childhood Special Education, 20(2), 123-128.

Solomon, D., Schaps, E., Watson, M. & Battistich, V. (1992). Creating caring school and classroom communities for all students. In R. A. Villa, J. S. Thou-sand, W. Stainback, S. Stainback (Eds.), Restructuring for caring and effective education: An administrative guide to

creating heterogeneous schools (1st ed.), pp. 41-60. Baltimore, MA: Paul H. Brookes.

Stainback, S. & Stainback, W. & Jackson, H. J. (1992). Toward inclusive classrooms. In S. Stainback, & W. Stainback (Eds.), Curriculum considerations in inclusive classrooms: Facilitating learning for all students (pp. 3-17). Baltimore, MA: Paul H. Broodes.

Stolp, S. (1994). Leadership for school culture. ERIC Digest, No.91, ED370198.

Stoneman, Z. (2001). Aattitudes and beliefs of parents of typically developing chil-dren: Effects on early childhood inclu-sion. In M. J. Guralnick (Eds.), Early childhood inclusion: Focus on change (pp. 101-126). Baltimore, MA: Paul H. Brookes.

Strain, P. S. & Hoyson, M. (2000). The need for longitudinal, intensive social skill intervention: LEAP follow-up out-comes for children with autism. Topics in Early Childhood Special Education, 20(2), 116-122.

Strully, J., & Strully, C. (1985). Friendship and our children. Journal of the Asso-ciation for Persons with Severe Handi-caps, 10(4), 224-227.

Triandis, H. C. (1971). Attitude and atti-tude change. New York: John Wiley & Sons.

38

Bulletin of Special Education 2004, 27, 1938 National Taiwan Normal University, Taipei, Taiwan, R.O.C.

CREATING CARING AND SUPPORTIVE CLASSROOM CULTURE: TEACHERS USE OF STRATEGIES TO

FACILITATE SOCIAL RELATIONS IN EARLY CHILDHOOD INCLUSIVE PROGRAMS

Chi-Zong Tsou

Teacher Education Program, Taipei Physical Education College

ABSTRACT

The main purpose of the study was to understand teachers use of strategies to create caring and supportive classroom culture in early childhood inclusive programs in Taiwan. Ten teachers in five classrooms were involved in the study. Classroom observations and interviews were done to collect information.

It was found that teachers believed that the main purpose of inclusive education is to teach children to accept and respect individual differences, to build a supportive learning community, to help develop independent social problem solving skills and to implement a wide range of curriculum content including the promotion of social understanding. Classroom teachers emphasized teaching emphathy to young children and they used mainly dialogue, discussion, role play and stories to help establish a positive interaction atmosphere in the classroom . As for children with special needs, they emphasized that they should also follow the same classroom rules and learn independent problem solving skills. Parents and peers were recognized as important collaborators in classroom management, however peers were not fully trained and used as resources for teaching in many classrooms and there were variations in the adaptations made for children with special needs. Suggestions were made for practical and research issues.

Key words: inclusion, early childhood education, classroom culture, classroom management, social skill intervention, attitude towards the handicapped