本研究採行動研究為方法，研究者以學校物理治療師的身份和一個幼稚園普通班的兩位老師合作，經由為班上一位動作障礙孩子提供服務的過程，探究物理治療動作訓練「融入」教學的歷程，以及此歷程對老師和治療師的影響。研究者同時在現場進行參與觀察、深入訪談等相關資料的蒐集。
本研究的行動歷時上、下兩學期，在治療師專業和心理充份支持下，老師以不影響障礙孩子的整體學習的原則、生活化的在生活作息和教學活動中出現訓練目標動作時就直接去練的做法，將動作訓練「融入」教學中執行。同時，研究中障礙孩子的動作能力因此有所進步、表現參與學校活動的能力，老師和研究者在歷程中也獲得專業成長。
此外，研究者歸納出物理治療動作訓練融入教學在實施上的幾個重點：治療師需要完整示範動作訓練、治療師需要從專業和心理充份支持老師、治療師需要善用服務時數並彈性調整到校時間與頻率、老師的意願是重要關鍵、以不影響障礙孩子的整體學習為實施原則、老師需要指導教師助理員協助執行訓練、考慮障礙孩子的個人特質如情緒和動作效能、行政上的支持，以及「融入」的實施是專業間分工合作及相互支持的過程。
最後，研究者總結行動歷程的經驗與省思，提出物理治療動作訓練融入教學在實施上的建議，以及後續研究的方向。

In this one-year action research, the researcher as a school physical therapist, collaborating with two preschool general teachers to integrate motor activities of physical therapy into the context of daily routines and curriculums in a preschool classroom setting for a preschooler with motor disabilities.
Qualitative analysis of the data including observations, interviews, and relevant documents indicated that with role release and role support from the therapist, the preschool regular teachers were responsible to integrate motor activities into classroom routines and instructions successfully, which enhanced the school function and participation of the child with motor disabilities. In addition, the implementation of integration empowered the teachers, led to a better cross-discipline technique and positive attitude toward the practice of integration, and the researcher gained reflection to the integrated service and practice work in school therapy.
Furthermore, several major themes regarding the implementation of integration of physical therapy into classroom routines and curriculums were identified: explanation and demonstration of motor activities from therapists, adjustable servicing time and frequency, role support to teachers, willingness of teachers, considering the child’s school learning as the premise, assisting paraprofessionals from teachers, characteristics of the child, administrative support, collaboration and support across disciplines.
Finally, the researcher proposed suggestions for the implementation of integration and further studies.

中文部份
王文科 (編譯) (1990)。質的教育研究法。台北市：師大書苑。
王天苗 (主編) (2003)。特殊教育相關專業服務作業手冊。台北市：教育部特殊教育工作小組。
王雅瑜 (2004)。台北縣相關專業服務：物理治療服務督導報告。未出版手稿，中華民國物理治療學會，台北市。
王雅瑜、李淑貞、孫世恆、王慧儀、白偉男、林素華等 (2001)。台灣地區身心障礙學生之物理治療專業服務現況調查。物理治療，26(6)，277-289。
成戎珠 (1994)。動作發展新理論：動力系統理論之介紹。中華民國物理治療雜誌，19(1)，88-98。
胡名霞 (1998)。動作學習在物理治療之應用。中華民國物理治療雜誌，23(4)，297-309。
高淑清 (2008a)。行與知俱的行動研究法。載於質性研究的18堂課：揚帆再訪之旅。高雄市：麗文文化。
高淑清 (2008b)。進入深度訪談的世界。載於質性研究的18堂課：首航初探之旅。高雄市：麗文文化。
教育部 (1987)。幼稚園課程標準。中華民國七十六年一月二十三日教育部臺(七六)國字第○三五五五號令訂定發布。
教育部 (1999)。身心障礙教育專業團隊設置與實施辦法。中華民國八十八年一月二十七日教育部臺(八八)參字第八八○○八○一二號令訂定發布。
教育部 (1999)。特殊教育相關專業人員及助理人員遴用辦法。中華民國八十八年一月二十日教育部臺(八八)參字第八八○○五六一八號令訂定發布。
特教新知通訊 (1995)。語言治療師巡迴輔導北市國小智障學童。特教新知通訊，2(6)，17-18。
孫世恆、王天苗 (2002)。物理治療在學校系統運作模式與展望。物理治療，27，256-267。
孫世恆、王天苗 (2004)。台灣地區特殊教育相關專業服務實施現況及意見調查之研究。特殊教育研究學刊，26，19-43。
教育部 (1995)。中華民國身心障礙教育報告書：充分就學、適性發展。台北市：作者。
教育部 (2003)。全國教育發展會議：第一階段議題研討結論報告。台北市：作者。
陳榮華 (1989)。台灣地區啟智教育發展經緯與展望。載於中華民特殊教育學會 (主編)，延長國教落實特教 (頁31-53)。台北市：中華民特殊教育學會。
黃炳煌 (1999，3月)。談「課程統整」：以國民教育九年一貫課程為例。發表於國立中正大學教育學院主辦之「新世紀的教育展望」學術研討會，嘉義縣民雄鄉。
黃光雄、李奉儒、高淑清、鄭瑞隆、林麗菊、吳芝儀、洪志成、蔡清田 (譯) (2002)。R. C. Bogdan, & S. K. Biklen著。質性教育研究。台北市：濤石文化。
張衛族、許月梅、陳惠玲 (主編) (2006)。幼兒課程發展與設計。台北縣新店市：群英。
楊坤原 (2005)。全人教育：現代教育思潮與教學原理的具體展現。載於黃孝光、曾慶豹、潘正德、蘇友瑞、楊坤原、林姿瑩、尤嫣嫣、李清義 (合著)，全人教育面面觀：理念與思維 (頁73-104)。台北市：心理。
廖華芳 (2006)。小兒物理治療學。台北市：禾楓書局。
蔡清田 (2000)。行動研究及其在教育研究上的應用。載於中正大學教育研究所 (主編)，質的研究方法 (頁307-333)。高雄市：麗文文化。
蔡清田 (2002)。學校整體課程經營。台北市：五南。
蔡敏玲 (2002)。研究歷程。載於教育質性研究歷程的展現：尋找教室團體互動的節奏與變奏 (頁56-89)。台北市：心理。
蔡清田 (2004)。課程統整的理論與實際。載於蔡清田 (主編)，課程統整與行動研究 (頁3-18)。台北市：五南。
總統令 (2009)。特殊教育法。中華民國九十八年十一月十八日華總一義字第○九八○○二八九三八一號修定公布。
賴秀芬、郭淑珍 (1996)。行動研究。載於胡幼慧 (主編)，質性研究：理論、方法及本士女性研究實例 (頁195-220)。台北市：巨流。
盧美貴 (2004)。幼兒教育概論。台北市：五南。
顏秀雯、王天苗 (2002)。以教師為個案管理員的專業團隊運作：以一所國小為例。特殊教育究學刊，23，1-25。
羅鈞令、楊國德 (1999)。台北市學校體系職能治療服務模式之發展。職能治療學會雜誌，17，67-79。
蕭淑芳、廖華芳 (1998)。影響台北縣在家教育學童過去接受復健相關治療與目前接受在校物理治療之因素。中華民國物理治療雜誌，23(1)，33-40。

西文部份
Anderson, N. B., Hawkins, J., Hamilton, R., & Hampton, J. D. (1999). Effects of transdisciplinary teaming for students with motor disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 34(3), 330-341.
Bundy, A. C. (1995). Assessment and intervention in school-based practice: Answering questions and minimizing discrepancies. Physical and Occupational Therapy in Pediatrics, 15(2), 69-88.
Campbell, S. K. (2000). The child’s development of functional movement. In S. K. Campbell, D. W. V. Linden, & R. J. Palisano (Eds.), Physical therapy for children (2nd ed.) (pp. 3-38). Philidelphia, PA: W. B. Saunders.
Campbell, P. H. (1987). The integrated programming team: An approach for coordinating professionals of various disciplines in programs for students with severe and multiple handicaps. The Association for Persons with Severe Handicaps, 12(2), 107-116.
Cole, K. N., Harris, S. R., Eland, S. F., & Millis, P. E. (1989). Comparison of two service delivery models: In-class and out-of-class therapy approaches. Pediatric Physical Therapy, 1(2), 49-54.
Dunn, W. (1988). Models of occupational therapy service provision in the school system. The American Journal of Occupational Therapy, 42(11), 718-723.
Effgen, S. K. (2000). The educational environment. In S. K. Campbell, D. W. V. Linden, & R. J. Palisano (Eds.), Physical therapy for children (2nd ed.) (pp. 910-933). Philidelphia, PA: W. B. Saunders.
Effgen, S. K., & Klepper, S. E. (1994). Survey of physical therapy practice in educational settings. Pediatric Physical Therapy, 6(1), 15-21.
Gallivan-Fenlon, A. (1994). Integrated transdisciplinary teams. Teaching Exceptional Children, 26(3), 16-20.
Giangreco, M. F. (1986). Effects of integrated therapy: A pilot study. The Association for Persons with Severe Handicaps, 11(3), 205-208.
Giangreco, M. F., York, J., & Rainforth, B. (1989). Providing related services to learners with severe handicaps in educational settings: Pursuing the least restrictive option. Pediatric Physical Therapy, 1(2), 55-63.
Haywood, K. M. & Getchell, N. (2005). Life span motor development(5th ed.). Champaign, IL: Human Kinetics.
Hylton, J., Reed, P., Hall, S., & Cicirello, N. (1987). The role of the physical therapists and the occupational therapists in the school setting. Washington, DC: Office of Special Education and Rehabilitation services. (ERIC Document Reproduction Service No. ED 318190)
Kleinert, H. L., Smith, P. D., & Hudson, M. (1990). Quality program indicators manual for students with moderate and severe handicaps. Lexington, KY: Kentucky State Department of Education.
Karnish, K., Bruder, M. B., & Rainforth, B. (1995). A comparison of physical therapy in two school based treatment contexts. Physical and Occupational therapy in Pediatrics, 15(4), 1-25.
McWilliam, R. A. (1995). Integration of therapy and consultative special education: a continuum in early intervention. Infants and Young Children, 7, 29-38.
Ott, D. A. D. (1996). Occurrence of gross motor activities in integrated and segregated preschool classrooms. Unpublished master’s thesis, Medical College of Pennsylvania and Hahnemann University, Philadelphia, PA.
Oakes, J., Hare, S. E., & Sirotnik, K. A. (1986). Collaborative inquiry: A congenial paradigm in a cantankerous world. Teacher College Record, 8(3), 545-561.
Oja, S. N., & Smulyan, L. (1989). Collaborative action research: A developmental approach. London: The Farmer Press.
Prieto, G. M. (1992). Effects of physical therapist instruction on the frequency and performance of teacher assisted gross motor activities for students with motor disabilities. Unpublished master’s thesis, Hahnemann University, Philadelphia, PA.
Reason, P. (Ed.). (1988). Human inquiry in action: Developments in new paradigm research. London: Sage.
Rainforth, B., & York, J. (1987). Integrating related services in community instruction. The Association for Persons with Severe Handicaps, 12(3), 190-198.
Rainforth, B., & York-Barr, J. (2001). Collaborative teams for students with severe disabilities: Integrating therapy and educational services (2nd ed.). Baltimore, ML: Paul H. Brookes.
Soccio, C. A. (1991). Direct-individual versus integrated-group models of physical therapy service delivery. Unpublished master’s thesis, Hahnemann University, Philadelphia, PA.
Scholz, J. P. (1990). Dynamic pattern theory: Some implications for therapeutics. Physical Therapy, 70(12), 827-843.
Smith, P. D. (1990). Integrating related services into programs for students with severe and multiple handicaps. Lexington, KY: Kentucky State Department of Education.
Schmidt, R. A. (1989). Motor control and learning: A behavioral emphasis. Champaign, IL: Human Kinetics.
Sekerak, D. M., Kirkpatrick, D. B., Nelson, K. C., & Propes, J. H. (2003). Physical therapy in preschool classrooms: Successful integration of therapy into classroom routines. Pediatric Physical Therapy, 15(2), 93-104.
Sternat, J., Messina, R., Nietupski, J., Lyon, S., & Brown, L. (1977). Occupational and physical therapy services for severely handicapped students: Toward a naturalized public school service delivery model. In E. Sontag, J. Smith, & N. Certo (Eds), Educational programming for the severely and profoundly handicapped (pp. 263-278). Reston, VA: Council for Exceptional Children-Division of Mental Retardation.
York, J., Rainforth, B., & Giangreco, M. F. (1990). Transdisciplinary teamwork and integrated therapy: Clarifying the misconceptions. Pediatric Physical Therapy, 2(2), 73-79.