融合教育是特殊教育發展的潮流與趨勢，且已邁入蓬勃階段，其目的從過去強調普及化到現在的追求卓越成效、精緻與創新，這些模式已成為特殊教育中融合教育新而重要的指標，為達此一目標，有必要藉由課程及教學方法的創新、學生創造力的提升著手。
面對這個議題，筆者首先探討學前教師對實施融合教育之態度、特殊幼兒安置意見、困擾問題、重要性看法及專業知能的需求情形，並對其教學上及課程上的需求，提供創造性的教學策略、創新教學法以提升學童的創造力，讓站在學前融合教育最前線的教師，在融合教育的教學工作上更順利。
研究對象為台北縣內各公立幼稚園教師共計391位，使用「教師對學前融合教育態度調查問卷」調查，所得資料以T考驗、單因子變異數分析、多元迴歸分析等統計方法，分別以套裝軟體SPSS進行資料處理。茲將研究結果歸納，略提出幾點發現：
一、學前教師對實施融合教育態度、困擾問題、重要性看法及專業知能的需求都偏向較正向、高困擾問題、高重要性及高需求的評定。
二、整體學前教師傾向輕度障礙幼生適合在普通班上課，但由老師在班上安排個別或小組的輔導。而較重度障礙的幼生則傾向大部分時間在特殊班，少部分時間到普通班參加活動。
三、融合班教師對融合教育課程偏向自行調整原有的課程與教學型態，增加小組與個別教學的設計。
就以上幾點發現，提出幾種創新教學策略、創新教學法，期能提供學前融合教師實務應用之參考。
Inclusive education is a new trend toward special education development, the goal is changed from popularization into effectiveness, which was evaluated in Detailing and Inventiveness. For reaching the goal, it's necessary to improve the courses arrangement, inventive teaching skills and student's inventiveness. This study will explore the attitudes of preschool teachers toward inclusive evaluation the allocation and the problems of special children, the opinion and need for professional skills, and giving support for teachers in strategies, skills to improve students inventiveness. The subjects consisted of 391 teachers from various public and private kindergartens in Taipei County, and employed questionnaire to survey the attitudes of teachers. The resulting data was statistically analyzed according to independent-sample, T-test, one-way ANOVA, and linear regression. The finding of this study follows： 1. The overall needs of preschool teachers tend to be positive. 2. Teachers tend to allocate slightly-retarded children in average classrooms under individual consultation, while heavily-retarded children tend to be allocated in isolated special classrooms most of the time. 3. The attitudes of inclusive education teachers tend to re-arrange courses for more ceil groups and individual teachings.
As this stated above, this study will provide some inventive teaching strategies and skills for reference.
