Abstract
The purpose of the study was to examine the effects of the inclusive schooling implementation at three junior high schools in Taoyuan County. The study chose school teachers and directors of special education division as participants and utilized in-depth interview to conduct data collection. Additionally, the study employed Integrated Comprehensive Service (ICS) model as the conceptual framework and used a constant comparative method for data analysis. The results of study revealed five supports of implementing inclusive schooling at the three schools: (1) the assistance of itinerant teachers; (2) the collaboration of professionals; (3) the adjustment of learning environment; (4) reinforcement of interpersonal interactions; and (5) the assessment and training of visual function. There were four barriers encountered: (1) limited time for individualized education program meetings; (2) insufficient exam time; (3) lack of knowledge and skills; and (4) the attitude of parents. The study also discovered the two expected roles of school leaders were measuring faculty member capability and strengthen collaboration and skills. Based on the findings, a plan to promote inclusive schooling was further recommended involving: (1) supporting the needs of inclusiveness teachers; (2) providing training for faculty members for inclusive schooling; and (3) making policy and implementing inclusive schooling. By doing so, the study can assist the three schools to eliminate barriers that existed in the inclusive schooling settings and carry out efficiently inclusive schooling.