Abstract
The study explored the assistance provided for inclusion class by itinerant teachers.There were four purposes of this study. First， we wanted to realize how itinerant teachershelped preschool inclusion classes. The second purpose was to analyze the content ofassistance for preschool inclusion setting. Third， we tried to find out the difficultiesof itinerant teaching for inclusion class in early childhood. Finally， we concluded theimportance of itinerant teaching and proposed possibilities for further studies. The datawere collected through survey. There were 176 questionnaires delivered and the effectiveresponse rate was 88.6%. The results of study indicated: (a) Itinerant teaching offered twokinds of services: direct and indirect. The direct intervention was individual teaching. Theindirect service was mostly to provide professional advices in a collaborative way. (b) Theitinerant teaching service for the inclusion class in early childhood included assessment，teaching， and administration. The frequency of itinerant teaching s ervice was intermediatehigh. The itinerant teachers assessed children with special need， gave preschool teacherguidance of IEP， and integrated suggestions of members in IEP meeting. (c) The difficultiesincluded providing different assessments of development， complete IEP in one month， andhelping kindergartens apply for education allowances. (d) The supports included facilitatingprofessional collaboration， providing opportunities to discuss teaching problems， andimproving preschool teachers’ professional ability of special education. Finally， this studycan offer suggestions for county education authority， preschools， itinerant teachers and thefurther studies.