Abstract
This study is aimed to understand the difficulties and their solutions through a supportive team during the implementation of IEP in a preschool inclusive class. The main findings indicated as the problems of IEP include:(1)It’s difficult to discover strengths and special needs for children with special needs in an inclusive class;(2)It’s difficult to integrate the functional goals in the class thematic instructions;(3)Only evaluation once is not enough for children with severe disabilities;(4)Lack of the personnel in the inclusive class is the main problem for implementing IEP;(5)It’s a tough task to complete developing IEP goals and objectives within one month after school starting;(6)Present IEP form fits for the mild but not fits for the mild but not fit for the severe. Based on the problems the solutions are:(1)The priority for support team is to discover the strengths and special needs;(2)Improving teachers’ expertise in transferring the curriculum themes objectives to IEP objectives is important;(3)It needs to increase the numbers and qualitative evaluations in IEP;(4)Organizing training programs and designing a task list for the volunteers would be helpful for solving the shortage of personnel;(5)The school year and semester goals can be developed within one month after school starting;(6)The IEP form can be adjusted based on the children’s special needs. The professional growth for teachers and the members of the team were presented.