本研究的主旨在探討性別、年齡、教育程度、幼兒就讀班級、與特殊需求幼兒互動的經驗等不同的背景變項是否會影響臺北地區學前幼兒家長對融合教育的態度。為達到上述研究目的，以自編之「臺北地區學前幼兒家長對融合教育態度探討研究問卷」以及半結構式訪談為主要研究方法。本研究的對象是臺北地區學前幼兒家長，有效問卷共402份，最後將所得資料運用社會科學統計套裝軟體(SPSS 18)進行描述性統計、t考驗、單因子變異數分析等家以驗證假設。再選取6位臺北地區學前幼兒家長進行半結構式訪談，並透過質性內容分析法解讀資料，以瞭解臺北地區學前幼兒家長對融合教育的態度。
根據本研究的結果，主要結論如下：
一、 臺北地區學前幼兒家長對融合教育的態度的整體態度持有條件的認同。
二、 不同性別的學前幼兒家長對於融合教育態度無差異。
三、 不同年齡的學前幼兒家長對於融合教育態度有差異性。
四、 不同教育程度的學前幼兒家長對於融合教育態度無差異。
五、 幼兒就讀不同班級的學前幼兒家長對於融合教育態度無差異。
六、 與特殊需求幼兒不同互動經驗的學前幼兒家長對於融合教育態度有顯著差異。
七、 臺北地區學前幼兒家長對特殊需求幼兒的認識程度不足。
八、 多數家長資訊的獲得來自學校，雖未從政府相關單位方面獲得融合教育的宣導資訊，但對融合教育理念一樣認同。
九、 學前幼兒家長可以接受輕度障礙的特殊需求幼兒在普通班進行融合教育，但不認同重度障礙的特殊需求幼兒安置在普通班。
研究者根據研究結果，提出具體建議，以供相關單位參考。
This research mainly discusses whether different background variable affect the attitude of inclusive education from parents of preschoolers in Taipei area. How much the parents of preschoolers in Taipei area know about the special needs preschoolers? The consistency between the attitude of inclusion from parents of preschoolers and they support their own children have an interaction with the special needs preschoolers in the same class carries on the discussion. To achieve the goal of above research, take self-edited questionnaire, “ The attitude of inclusive education from parents of preschoolers in Taipei area” as well as semi-structured interviews as the main research methods. The objects for this study are the parents of preschoolers in Taipei area, 402 valid questionnaires. At last, the data is analyzed with statistics software Statistics Package for Social Science (SPSS 18), Descriptive Statistical Analysis (mean), the standard deviation, the t test, the single factor variance analysis (one-way ANOVA) and so on to test and verify. Then select six parents of preschoolers in Taipei area to do semi-structured interviews. Decoding the data by qualitative analysis, in order to understand the attitude of inclusive education from parents of preschoolers in Taipei area.
According to this research result, the main conclusions are as follows:
1. The parents of preschoolers in Taipei area don’t have enough knowledge for the special needs preschoolers.
2. The parents of preschoolers in Taipei area hold a positive attitude for inclusion.
3. The attitude of parents of preschoolers and they support their own children have an interaction with the special needs preschoolers in the same class, must be under the condition to accept the inclusion.
4. There is a difference for the attitude of inclusion between parents who have different backgrounds.
5. The most parents get information from the school, not from the propaganda of inclusion of Taipei Municipal government. However, parents have the same points of view on inclusion educational ideas.
6. The parents of preschoolers accept the special needs preschoolers who are mild general learning disability study in the ordinary class under the inclusion, but they do not agree the special needs preschoolers who are severe intellectual disability place in the ordinary class.
Based on these conclusions, the researcher offers the concrete proposals for reference for relevant agencies.
