本篇旨在了解不同國家學校特殊教育行政工作主責者現況，討論國內特 教組長角色定位及困難。綜觀各國，以英國「特殊教育需求協調者」（Special Educational Needs Coordinator，簡稱SENCo）的責任與角色和國內特教組長最相似。SENCo由校長或教師擔任，工作內容複雜且多元，最大的困難在SENCo的權責隨著不同身份人員擔任而改變。反觀國內，以臺北市為例，自87 學年度起高中以下公立學校皆設特教組長，綜理各項身障及資優業務。其它縣市各私立學校則未必有特教組長編制，由相關人員擔任，角色與職責並不明確。

The article compared the difference of the special education program administration among several countries, and of the different roles that the coordinators played. Results showed that in Britain SENCo typically consisted of the principal or the teacher to act as. The work was usually complicated and pluralistic. As for Taiwan, since 1998 there were special education divisions and coordinators in every high school and elementary school in Taipei, with heavy workload. However, we were still in lack of the personnel to take charge in special education at school in other areas excepted Taipei until now. Suggestions for further studies and practices were provided.