本研究旨在瞭解國小特教教師實施特教新課綱之現況，以自編問卷進行調 查，採分層隨機取樣方式，抽取全國北部、中部、南部、東部以及離島地區身心 障礙類特教教師為對象。以教師個人背景變項，探討教師實施特教新課綱的現況， 以卡方考驗、描述性統計、獨立樣本〖考驗以及單因子變異數進行相關資料分析。 本研究主要結果如下： 1. 臺灣地區國小特教教師特教新課綱的實施現況，達到「大部分符合」的水 準。 2. 特教專業背景較高的教師，在基本知能層面的程度也表現較佳。 3. 特教班教師在課程實務的實施程度較高。 4. 研習時數越多，在各層面的表現則越好。。 最後依據研究結果，提出相關建議，以供未來研究者與教育相關單位參考。 殊需求學生已有近八成安置在普通班，接受 特殊教育服務，而以普通班為主的安置型態， 也顯示出大部分的身心障礙學生在普通班接 受普通教育課程，在這樣的時空背景下，教 育部訂定「國民教育階段學校特殊教育課程 大綱」，並於2011年8月公布試行。 在許多融合教育的相關研究中(胡永崇、 蔡進昌、陳正專，2001;黃瑛綺，2002;王 天苗，2003 ;蘇燕華、王天苗，2003)均提及， 普通班教師對於教導身心障礙學生的困難以 及身心障礙學生對於學習普通課程的問題。

The study aimed to understand the current situation of the newly revised curriculum guidelines for students with special needs in elementary schools. The self-designed questionnaires were used as research tools. The research proceeded with stratified sampling from different areas of Taiwan. The attained data were processed frequency distribution, percentage, mean, standard deviation, t-test, one-way ANOVA, and Scheffe' test. The conclusions of the study were summarized as follows: 1. The overall level of the current situation from special education teachers in elementary schools were most partially understood. 2. The teachers with better special education backgrounds were significantly higher than the other special education teachers in the fundamental knowledge degree. 3. The teachers of special education class were significantly higher than the other special education teachers in curriculum practice degree. 4. The teachers with more accumulated credits from Curriculum Guidelines performed better. Based on the conclusions, there some suggestions for educational administration authorities, school administration, teacher training, and researchers in the future.