本研究旨在探討特殊教育學校的教學實務之現況及在不同特殊教育教師背景變項 的差異情形。研究者以自編的「特殊教育學校的教學實務現況量表」為研究工具，並以 特殊教育學校的特殊教育教師為研究對象，回收之有效問卷310 份（回收率66%），所 得資料再以描述性統計、t 考驗與單因子變異數分析等進行統計分析。研究結果如下： （1）特殊教育學校的教學實務現況頗佳。 （2）在子女數上，子女數2 人及以上的特殊教育教師在「有效的學習環境」、「有 效的教師態度」和「教學實務現況總量表」的得分顯著高於子女數1 人及以 下的特殊教育教師。 （3）在教育程度上，碩士學位的特殊教育教師在「有效的教學策略」、「有效的學 習環境」、「有效的教師態度」和「教學實務現況總量表」的得分顯著高於學 士學位的特殊教育教師。 （4）在服務地點上，服務地點市的特殊教育教師在「有效的教學策略」、「有效的 運用教具」、「有效的教師態度」、和「教學實務現況總量表」的得分顯著高於 鄉的特殊教育教師。 （5）在年齡上，年齡為41 歲及以上的特殊教育教師在「有效的教學策略」、「有 效的學習環境」、「有效的運用教具」、「有效的教師態度」和「教學實務現 況總量」的得分顯著高於30 歲及以下的特殊教育教師。 （6） 在服務年資上，服務年資為21 年及以上的特殊教育教師在「有效的教學策 略」、「有效的教師態度」和「教學實務現況總量表」的得分顯著高於5 年 及以下的特殊教育教師；服務年資為21 年及以上的特殊教育教師在「有效的 教師態度」的得分也顯著高於6-10 年的特殊教育教師。

This study examined current teaching practices of special education schools. A questionnaire was developed in the present research. There were 310 special education teachers in this study. Data were analyzed through descriptive analysis, independent t-test, and one-way ANOVA. Results for current teaching practices of special education schools indicated as follows: (1) Teachers perceived themselves as being positive attitude toward current teaching practices. (2) Teachers with 2 or above children had significant higher scores than their counterparts with one or without child in effective learning environment, attitudes of effective teacher, and total scores of current teaching practices. (3) Teachers with master’s degree had significant higher scores than their counterparts with bachelor’s degree in effective teaching strategies, effective learning environment, attitudes of effective teacher, and total scores of current teaching practices. (4) Teachers whose school location was city had significant higher scores than their counterparts whose school location was country in effective teaching strategies, effective use of instructional materials, attitudes of effective teacher, and total scores of current teaching practices. (5) Teachers whose age were 41 or above had significant higher scores than their younger counterparts whose age were 30 or below in effective teaching strategies, effective learning environment, effective use of instructional materials, attitudes of effective teacher, and total scores of current teaching practices. (6) Teachers whose service years were 21 or above had significant higher scores than their counterparts whose serve years were 5 or below in effective teaching strategies, attitudes of effective teacher, and total scores of current teaching practices. However, teachers whose service years were 21 or above had significant higher scores than their counterparts whose serve years were between 6-10 in attitudes of effective teacher.