長久以來我國特殊教育和普通教育實施雙軌制，考量特殊教育教師教導身心 障礙學生的辛勞，形成我國高級中等以下學校特殊教育教師的教學節數低於普通 教育教師；然而隨著融合教育理念在中小學校實施日趨完善和穩定發展，我國身 心障礙學生大部分已安置在普通班級中接受特殊教育服務，又隨著教育部目前對 《特殊教育課程綱要》的相關規定；現階段普通教育教師和特殊教育教師的工作 職責和內容，已經日趨重疊且必須朝向合作關係發展，過去因為教導身心障礙學 生而形成特殊教育教師和普通教育教師之教學節數差異的議題，值得重新探討其 合理性。 本研究旨在探究高級中等以下學校相關人員對特殊教育教師教學節數議題 的看法。研究方法採用國際文獻比較和問卷調查法，先比較國際間普通教育教師 的教學節數和師生比，再進行全國性分層隨機抽樣問卷調查，研究對象包含普教 教師、特教教師以及縣市教育局處特殊教育行政人員等共計857人，有效問卷回 收率為87.6%，資料分析包含百分比和卡方考驗。研究結果如下： (一） 我國現階段高級中等以下普通學校每個班級學生人數，比日本、韓國等國為 低;普通教師每週教學節數明顯比聯合國經濟合作暨發展組織會員國家平均 數、日本、韓國、澳洲或美國等國家為低。 (二） 我國現階段高級中等以下學校之特教教師的師生比低於普通教育教師，且特 殊教育教師有較高的教師助理員人力支援，以及特教津貼行政支援。 (三） 普教教師、國小特教教師和特殊教育行政人員傾向支持特殊學校和集中式特 教班的教師教學節數和普通教師一樣，惟資源教師減少兩節教學節數；然而 特教教師傾向支持特教教師比普通教師減少2節。 (四） 教師兼任行政工作之減授教學節數，特殊教育組和校內其他行政組別的減授 節數宜相同。 最後，本研究提出在現行融合教育的學校教育體制下，教育行政決策單位宜 重新評估和修訂特殊教育教師減授教學節數之規定。

The dual system of special education and general education had been a long history in Taiwan. The teaching hours of special education also have been lower than the general education teachers. The main reason is the special education teachers have to teach the students with disabilities. When the inclusive education became the national policy followed by the special education law and national curriculum guidelines, the general education teachers also need to teach the students with disabilities in their classroom. The role and responsibilities started to integration between special and general education teachers. Therefore, this study intended to explore the issue of lower teaching hours for special education teachers in today’s Taiwan. This study used the internationals data analysis with general education teachers’ teaching hours and questionnaire to understand the participants’ opinions about the teaching loading of special education teachers. The participants had total 857 included the general education teachers, special education teachers and the administration personnel in the city/county special education office. The effective response rate was 87.6%. The percentage and Chi-square test were used to the statistical analysis. This study found that:⑴ Taiwan class size of 1-12 grades was lower than Japan and Korea. The weekly teaching hours was lower than the average of OECD, Japan, Korea, Australia and USA. (2) In Taiwan, special education teachers had lower teacher-student rate than the general education teachers for 1-12 grades. The special education teachers also had higher support from the teaching assistants and extra executive bonuses than the general education teachers. (3) General education teachers, primary special education teachers and special education administration personnel supported the same teaching hours between general education teachers and the teachers from special education school and self-contained class. They also supported the reduction two teaching hours for the resource room teachers. The special education teachers in secondary education supported the reduction two teaching hours for all of the special education teachers. (4) The special education administrative should have the same teaching hours loading as the other administrative in the school settings. This study suggested to in-depth exploration of the teaching hours in the inclusive education school system. The teachers training for both special and general educations also needed to be strengthened on their special education competence under the inclusive education system.