本研究根據試行之高職教育階段特殊教育課程大綱，以及服務類群科課程大綱與特殊需求領域課程大綱兩套配套措施，探討一所安置智能障礙學生之特殊教育學校高職部課程規劃與實施情形，俾利十二年國民基本教育課綱推動之銜接參考。採行動研究，主要發現為：一、行動歷程分為由懷疑與資訊不完整到調整思維開始行動，再藉由發揮行政影響力與各項會議之功能即時解決問題，再經疑慮階段後重新整隊進行實際之課程運作，而達致逐漸聚焦課程內涵等四個階段；二、先藉分析該校學生需求及學校資源後，建構高職分二群三科的課程規劃與學分架構表；三、再於該主管教育機關指示下將三科改回設一科三組與修正學分架構表，並發揮學校課發會與特推會功能，以及進行新生能力評估、家庭訪問及學生IEP會議；四、第三階段雖因遲疑而暫緩試行，然在行政支持、各種補救措施提供及學習社群建立下亦能開始正確試行；五、第四階段重視課程品質的精進，而由部分班級大多數參與本研究的學生家長表示支持與肯定此一課程大綱之規劃與實施成果中逐步進入穩定期；六、學校教師與研究者均在進行學校課程管理、配合試行及主動討論課程等的專業方面有所成長。本研究根據上述發現，提出未來推廣之建議。

This study aimed to design curriculum frameworks and corresponding implementation methods for students with intellectual disabilities in a special school based on the revised vocational high school special education curriculum guidelines. Data were collected through interviews, discussions, research diaries, and questionnaires. The process and results were as follows. (1) The whole action process was divided into four stages: designing appropriate curriculum frameworks through data analyses, clarifying the functions of critical school committees to start the implementation process, implementing the individualized education plans (IEPs) and establishing teachers’ professional groups, and finally, focusing on enhancing curriculum content and quality. (2) After analyzing students’ requirements and school resources, a curriculum was proposed that focused primarily on life skills, followed by basic job skills. (3) The school fully utilized their labor force and other resources to promptly implement the IEPs. (4) The fi nal curriculum frameworks were designed and consecutively approved by each student’s IEP team, the School Special Education Promotion Committee, and the School Curriculum Development Committee. (5) Parents were satisfi ed with the implementation process. (6) Both the teachers and the researcher felt that understanding of curriculum management was enhanced through the action process. Finally, suggestions were made for future implementations.