本研究目的為探討國小特教教師(含資源班教師及特教班教師)對有愛無礙 Web-IEP系統使用滿意程度及系統使用需求度。以自編之「國小特教教師對 Web-IEP使用現況及需求調查問卷」為研究工具，將全國分為北、中、南、東及 離島五個區，依各區國小特教教師所佔比例數以分層立意抽樣方式進行問卷調查 研究。經問卷分統計分析，研究結果如下： 一、 國小特教教師在Web-IEP系統各向度的滿意度情形： 1. 不同年齡、特教相關背景、擔任教師年資在「操作技能」向度上達顯 著差異； 2. 不同性別、學校規模者在「操作協助」向度上有顯著差異； 3. 不同擔任資源班教師年資者在4足進專業團隊與家長溝通」向度有顯 著差異。 二、 國小特教教師在Web-IEP系統各向度的需求度情形： 1. 不同性別者在「學生所需特教相關服務及支持策略」；資料庫的應用」 向度中達顯著差異； 2. 不同年齡者在「操作技能」；操作協助」；描述學生能力現況」；學 生所需特教相關服務及支持策略」；資料庫的應用」；具情緒及行為 問題學生所需之介入方案」、「學生轉銜服務」、「促進專業團隊與家長 溝通」向度中有顯著差異； 3. 不同擔任教師年資者在1 喿作技能」向度有顯著差異。 三、 國小特教教師認為Web-IEP系統所提供的服務內容是需要且滿意的。

The major purpose of this research is to investigate the using satisfaction and demand of Web-IEP system for elementary special education teachers in Taiwan. The researcher uses the designed questionnaires as research tool to investigate. This research proceeded with purposive sampling. Questionnaires were sent to northern Taiwan, central Taiwan, southern Taiwan, eastern Taiwan and offshore islands. Total 450 valid questionnaires were regained from 553 sent out questionnaires. The major findings of this study are as follows: 1. On the two using and one content satisfaction dimensions: A. ”Using” has different variants of age, special education background, and teaching seniority. B. “Help” has different variants of sex, school size. C. “Improve the communication between professional team members and parents” has different variants of resource room teaching seniority. 2. On the two using and six content demand dimensions: A. “Student’s needs in special education, related services, and support strategies”, “using goal bank” have different variants of sex. B. “Using”, “content”, “Student’s present status of abilities”, “student’s needs in special education, related services, and support strategies”, “using goal bank”, “functional behavioral intervention and administrative support needed for students with emotional and behavioral problems”, “student’s transitional counseling and services” and improve the communication between professional team members and parents” have different variants of age.C. ”Using” has different variants of teaching seniority. 3. Elementary special education teachers approve Web-IEP system.