本研究旨在探討為幼兒選讀身心障礙福利機構的家長對融合教育的看法、選讀機構的歷程、選擇的因素以及對幼兒未來的看法。透過質性研究方法蒐集六位家長看法，輔以一位專業人員訪談的資料，利用NVivo第十版質性軟體進行分析，研究發現如下：
一、為幼兒選讀身心障礙福利機構的家長對融合的看法多限於「環境」上和普通生在一起受教，但對融合環境內的特教服務內涵並不甚瞭解，因此對於融合環境有許多擔心與憂慮。
二、在選讀的歷程中，家長從對特殊教育的不懂到接受、再經由多元資訊瞭解適合幼兒的教育環境、看見孩子就讀後的進步與教師的用心、對於當初選擇讓幼兒就讀機構多自認是正確的決定。
三、家長為障礙幼兒選擇教育環境時，考量較多的因素為：師生比、教師的耐心與愛心、離家近、資源取得容易等。
四、對於未來，家長對孩子下一教育階段的選擇頗多元（緩讀、特教學校、特教班、資源班、普通班），期待孩子進入融合環境的同時會優先衡量孩子能力；對更久的未來（對就業的想像）則是希望孩子可以有自力更生的能力。

This study aims to explore parents’ perceptions of choosing institution for children with disability, including the opinions of inclusion education, the process and reasons of choosing, as well as the expectations for children’s’ future. This qualitative research interviewed six parents and one special educators teaching in an institution. The collected data were analyzed by NVivo 10th edition.
The main research findings were as follows:
1.The parents considered that inclusion education meant disability children and normal children studying in the same environment. They did not realize the content of inclusion education, thus they worried about the teaching environment of inclusion education.
2.Facing children’s disabilities, the parents had no ideas about special education in the beginning; however they accepted and got information about special needed environment during the process of choosing division of welfare services. Afterward, they noticed children’s advances and teachers’ diligence; also, they thought it was a correct decision to choose the division of welfare services.
3.For the main reason for choosing the institution, the parents considered that the ratio of student to teacher, teachers’ patient and kindness, the near distance from the institution to home, as well as accessible resources.
4.For children’s future prospects, most parents cared about the next step of education including delayed entry school, special education school, special education class, resource class and regular classes. They hoped that disability children could study in inclusion environment based on their competence. In addition, parents expected that children could earn a living by themselves in the future.

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