目的：探討13位特殊教育教師對於身心障礙學生參與權實踐的看法，進以了解身心障礙學生學習過程中可能面對的校園參與阻礙，以及特殊教育教師如何扮演積極角色，進行合理調整，促進身心障礙學生在校園學習過程中的參與權實踐。方法：以立意取樣以及滾雪球抽樣，針對13位特殊教育教師進行半結構式深度訪談。訪談逐字稿則是透過主題分析法進行資料分析與整理。結果：受限於不同身心障礙類別、障礙程度的考量，多數受訪者對於身心障礙學生參與權之充份意見表達能力的說法有所保留。然而受訪者能夠覺察身心障礙學生在校園裡的參與表意限制與阻礙，且扮演積極角色，進行合理調整（例如輔助策略的提供、友善參與環境的營造等），以利身心障礙學生充分參與校園學習與校園事務。結論：身心障礙學生參與權實踐受到特殊教育教師的權利知能具備、權利覺察以及友善校園氛圍所影響。研究建議特殊教育教師可透過不同的校園議題以及學習活動，依據身心障礙學生特質與需求，以不同形式，提供意見表達以及決策的參與經驗演練，如此有助於削弱環境因素所造成的阻礙，培養與發展身心障礙學生自主能力。

Purpose: To explore the views of special education teachers on the implementation of the participation rights of students with disabilities and to understand the barriers encountered by students with disabilities in their educational process. Further, the aim is to explore how special education teachers can play an active role to meet these needs using reasonable adjustments and to enable students with disabilities to express their viewpoints while studying. Method: Thirteen special education teachers were interviewed using purposed sampling and snowball sampling, and the interview transcripts were analyzed according to the thematic analysis method. Results: In consideration of disability restrictions, most interviewees had reservations about the statement that students with disabilities are able to participate effectively in schools. However, special education teachers are aware of participation barriers students with disabilities encounter while studying and they can play an active role to provide reasonable adjustments (such as eliminating disadvantages, creating an integrated learning environment, and providing relevant assisted services, etc.). Conclusion: The implementation of the participation rights of students with disabilities was affected by teachers’ rights competence, disability equality awareness, and a friendly campus atmosphere. Research findings suggest that special education teachers can provide opportunities for students with disabilities to foster their capabilities to express their viewpoints and decision-making experiences based on students’ impairment and needs. Doing so will help to diminish disability barriers caused by discriminatory attitudes and cultivate autonomy and independence in students with disabilities.