本研究旨在探討國民教育階段特殊教育教師實施特殊教育新修訂課程大綱之現況及困境。為達此目的，本研究藉由兩篇實證研究及所蒐集2011～2016年間相關文獻，透過比對分析以瞭解國民教育階段特教教師實施特教新課程大綱之情形及實施期間所遭遇到的困難，以期本研究結果與發現能提供相關單位及人員未來實施「十二年國民基本教育課程綱要」之參考。研究結果發現：大多數國中小教師實施現況為：一、贊成及支持特教新課程大綱的實施；二、學校行政在推展上能配合與支持；三、都具備實施特教新課程大綱之專業知能。而國中小特教教師實施特教新課程大綱所遭遇之困境為：一、為程度不同的學生做課程調整是有困難的，尤其是重度及多重障礙學生；二、對七大領域課程設計與教學實施有較高的困擾及壓力；三、資源班的區塊排課是有困難的；四、必須花費很多心力在撰寫個別化教育計畫的學年學期目標上；五、家長與普通班教師對特教新課程大綱不瞭解，會對教學與評量工作帶來困擾。

The purpose of this study was to understand the challenges for junior high and elementary school special education teachers following the implementation of the new special education curriculum guidelines. The study reviewed the literature to understand the implementation and associated challenges of these guidelines. Reactions to the implementation of the guidelines are outlined as follows: First, most special education teachers understood and agreed to the guidelines. Second, most special education teachers thought that school administrators were able to support and cooperate with teachers to promote the new policy. Third, most special education teachers possessed the professional knowledge and skills required for teaching in accordance with the guidelines. The identified challenges associated with the guidelines are outlined as follows: First, some students’ cognitive abilities might make it difficult for them to adjust to the new curriculum, especially students with severe and multiple disabilities. Second, although following the Curriculum of Special Needs might be easier, most difficulties were associated with the seven fields of the general curriculum. Third, diffi culties might exist in zone courses arranged for resource classes. Fourth, excessive time may be required for planning and writing the IEP. Fifth, parents and general teachers might not understand the new guidelines.