有好的老師才會有好的教育，也才能創新各項教學方法及策略，培養國家優秀人才，又為符應教育人權及教育公平理念，普通班及特教班間藩籬逐漸破除，每位學生均有充分參與普通教育權利及義務，普通班學生多元及異質化日趨普遍，為因應目前班級教學生態及家長期待，教師應具備專長日益增多，並須跨類別教師分工及協同合作教學。融合教育包含家庭種族文化、社經地位及身心障礙等多元學生，惟為聚焦及明確凸顯問題分析重點，本文探討身心障礙學生融合於普通班現況問題，藉由文獻分析分別就歐洲推動融合教育政策、臺灣特教教師培育課程演進、融合教育教學現場所面對問題，對師資供需問題進行釐清統整，並提出四項策略與建議：一、建立各教育階段融合教育教師合作模式；二、推動融合教育應破除學校設班級置員額迷思；三、合理調整特教教師待遇：四、強化融合教育教師供需配合及專業發展。

“A good teacher is like a candle; it consumes itself to light the way for others.” that will innovative teaching methods and strategies to cultivation of talents. In line with the philosophy of human rights and education equity, the boundaries in general and special education classes have gradually broken, each students have full participation in the rights and obligations of general education, regular classes of students for diversity and heterogeneity increasingly. To cope with the current classroom teaching ecology and parents expect, teachers should have increased expertise and collaborate across categories of teachers. Inclusive education contains family ethnic culture, socio-economic status and students with disabilities and so on. In order to highlighting the problem analysis, this article discusses the students with disabilities that inclusive in regular class’s status issues. With literature analysis were inclusive education policy on the European, the development of pre-service teacher training courses in Taiwan, inclusive education problems faced by the teaching field, to clarify the issue of teachers’ supply and demand. The article made four recommendations: first, to found all stage of inclusive education teachers’ model of cooperation; second, to promote the inclusive education should get rid of the school’s myth of setting class after that setting prescribed number of teacher; third, a reasonable adjustment of special education teachers’ salary: fourth, to strengthen teachers’ professional development for inclusive education.