Abstract
The purpose of this study is to investigate the implementation of Individualized Education Program (IEP) in an inclusive early childhood classroom to understand how teachers develop and administer IEP. The data were collected through the survey of questionnaire. This study adopted proportionate stratified sampling to select 300 teachers from the inclusive classroom of public kindergarten in Taiwan， and received 230 reliable questionnaires. The percentage of valid questionnaires is 76.67%. Based on the analysis through descriptive statistics and inferential statistics， the primary results are as follows: Under the process of developing IEP， there has developed IEP from a great diversity of sources， but lacked in the participation of administrators. The children’s backgrounds are described completely in most IEP. However， it is insufficient in the contents about transition service and adequate evaluation for children. Under the process of administering IEP， the frequency of teachers’ revising “teaching method” according to IEP is much higher. However， it is more difficult for “curriculum content，” and “curriculum evaluation.” The professional knowledge and practical experience of special education can be the key factors to enhance the effectiveness of IEP implementation as a whole. Finally， we propose relevant suggestions for the education authorities based on the results of this research. Hopefully， it can help teachers who teach in inclusive early childhood classrooms to develop and administer IEP.