本研究目的在於探討運用作息本位模式於集中式特教班之實施歷程，包含與一位班級教師、兩位特殊幼兒家長和專業團隊（職能治療師、語言治療師與臨床心理師）的實施情形與困境，也探討作息本位模式對於兩位大班特殊幼兒功能性目標之成效，並瞭解學前特教師與特殊幼兒家長對作息本位模式之看法。本研究採用行動研究法，運用作息本位晤談、研究手札、半結構式訪談，以及課堂投入、獨立性和社會關係評量表等研究工具進行資料蒐集與分析。研究結果如下：
一、在學前特教班運用作息本位模式的實施歷程為三個階段：準備與合作初期、合作中期和合作末期。在準備與合作初期，研究者取得班級教師和特殊幼兒家長對特殊幼兒功能性目標的共識；觀摩並省思班級教師與專業團隊的互動方式。在合作中期，研究者調整心態主動與專團成員交流；發現家長對在家實施策略的接受度低。最後，在合作末期，研究者與班級教師、專團成員滾動式修正策略以突破特殊幼兒進步困境，並考量特殊幼兒家庭因素提供合適策略。
二、在學前特教班運用作息本位模式對於兩位特殊幼兒功能性目標皆有所提升，卻呈現不同的改變情形。
三、在學前特教班運用作息本位模式，有助於學前特教師擬定功能性IEP目標、促進家庭參與、安排班級作息規劃，與專團成員進行合作；同時，作息本位模式有助於特殊幼兒家長實際參與特殊幼兒IEP目標、執行與觀察特殊幼兒的策略與進步，連結至學校、家庭與早療資源促進多方交流與合作。

The purpose of this study was to explore the implementation process of a routines-based model in a self-contained class. Additionally, it aimed to investigate the challenges encountered by a preschool special education teacher, two parents of children with special needs, and a professional team consisting of an occupational therapist, a speech therapist, and a clinical psychologist. The study also examined the effectiveness of the routines-based model in achieving functional goals for the participating children. Furthermore, it sought to gather perspectives on the model from the parents and a preschool special education teacher. This study employed an action research method, utilizing tools such as routines-based interviews, research journals, semi-structured interviews, and classroom measures of engagement, independence, and social relationships for data collection and analysis. The main findings of this study are summarized below.
1.The implementation process can be divided into three stages: initial preparation and cooperation, mid-term cooperation, and final cooperation. During the initial preparation and cooperation stage, the researcher established consensus with the class teacher and parents of children with special needs regarding the functional goals for the children. They also observed and reflected on interactions between the class teacher and the professional team. In the mid-term cooperation stage, the researcher adjusted their approach to actively communicate with members of the professional team. They discovered that parents showed low acceptance of implementing strategies at home. Finally, in the final cooperation stage, the researcher, along with the class teacher and professional team members, continuously adjusted strategies to address challenges in the progress of children with special needs. They also provided suitable strategies, taking into account the family dynamics of the children with special needs.
2.Both children with special needs achieved functional goals, but they experienced different changes.
3.The routines-based model was beneficial for a preschool special education teacher in formulating functional IEP goals, promoting family participation, planning class routines, and collaborating with professional team members. Additionally, the model proved advantageous for parents of children with special needs, enabling them to actively participate in setting IEP goals, implementing and observing strategies, and monitoring their children's progress. It facilitated connections between school, family, and early intervention resources to enhance communication and cooperation.

一、中文部分
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二、英文部分
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