Abstract
This study is aimed to discover the problems of Individualized Education Program during its implementing in preschool inclusive class, following, the scholar-led supportive team presented the problem-solving strategies. Two young children with multiple disabilities were observed, their teacher and one administrator were interviewed, and their IEPs were examined for collecting data. The main findings indicated as: (1) Seat and curriculum adjustment are the key strategies to improve the inclusion for young children with disabilities; (2) The present popular IEP form (e.g. C1 and C2) is suitable for the mild but not suitable for the severe; (3) Lack of personnel in an inclusive class is the main problem for implementing the functional and inclusive IEP objectives. Based on the problems of IEP found in inclusive class, the team presented the problem-solving strategies including: (1) The IEP form needs to be adjusted based on the children’s special needs; (2) One of the main missions for the supportive team is to assist the teacher to discover the special needs for the children with disabilities in inclusive class; (3) Organizing a task list for class volunteers is helpful for inclusive class; (4) It’s important to help teachers to improve their ability to transfer the thematic objectives to functional objectives when implementing the IEP.