從特教新課綱到十二年國教政策，我國明文規範普通教育課程為身心障礙學生優先考量的課程來源，然而對於集中式特教班而言，除了要考量如何為嚴重認知障礙學生進行普通課程調整，更大的挑戰是要如何同時滿足不同年級學生的適齡課程需求。本文透過系統性文獻分析建議與筆者的研究經驗，以自然科學領域為例，提出跨年級且適齡的課程發展流程，並建議教學運作方式，期望集中式特教班學生能參與具挑戰性的普通課程，並且也能展現出高品質的學習進展。

Both the Newly Revised Curriculum Guidelines for Students with Special Needs and the 12-year Basic Education have legislatively regulated the general education standards as the top priority source of regulations for students with disabilities. However, for a teacher of a self-contained class, in addition to considering how to adjust the curriculum for students with significant cognitive disabilities, the greater challenge is how to meet the needs of the grade-aligned curriculum for students of different ages at the same time. Based on the suggestions from a systematic literature review and findings based on the author’s research projects, this paper takes the field of science as an example. The paper proposes a development process of a multi-grade and a grade-aligned curriculum, and suggests how the teaching works, and posits that students in a self-contained class will participate in the challenging general education curriculum, and can also show a high quality of learning progress.