臺灣於2020年7月開始推廣「我的優勢卡」，讓兒童有機會表達自己的優勢，將「我的優勢卡」放在兒童檔案的第一頁，使療育團隊先看到特殊需求兒童的優勢，改變聚焦療育劣勢的傳統作法，提倡運用兒童的優勢以增加社會參與。本文目的為我的優勢卡內容和製作方法的介紹、臺灣推動的過程和初步成果、以及推動兩年的反思與建議。「我的優勢卡」有自己表達的優勢、我需要的支持、自己表達的方式和他人表達的優勢四個部分。自己表達的優勢是兒童自認棒的技能、興趣和偏好；我需要的支持是兒童做想做的事或減少問題所需要的他人協助。建議擬定時成人先由開放式提問，再到選擇、是非選項以引導兒童說出自己的優勢和需求。臺灣運用執行科學，至2022年5月底共舉辦21場次研習會及各種宣導活動，同時出版家長手冊，臺北市國民小學也邁入初步執行期，將「我的優勢卡」結合到「個別化教育計畫」中。未來宜持續運用執行科學，才能使我的優勢卡的實踐到永續發展期，並落實兒童的表意權。

In July 2020, Taiwan began to promote the “My Ability ID Card”, which gives children the opportunity to describe their strengths. Service providers put the “My Ability ID Card” on the first page of each child's portfolio, therefore everyone on the care team focus first on the strengths of children with special needs, instead of their weakness and impairment. This novel approach changes the traditional practice that primarily addresses children's problems or impairment. Applying My Ability ID Cards highlights children's rights, enhance inclusion and participation, and change societal attitudes towards disability. The purposes of this article are to introduce the content and methodology of My Ability ID Card, the process and preliminary results of promotion and training in Taiwan, and the reflection and suggestions after the two-year first step of implementation. Specifically, “My Ability ID Card” has four parts: the strengths I express about myself, the supports I need, the way I express myself, and what others express my strengths. The strengths I express about myself are the skills, interests and preferences that the child considers most relevant. The supports I need are assistance that can help children achieve desired-to-change activities or reduce problems. During card production, adults guide children with open-ended questions first and then multiple choice or true-false questions to assist children to express their strengths and needs. We have used the implementation science to plan and to conduct this project. By the end of May 2022, Taiwan has held 21 workshops and various publicity activities, and published a parent manual. The elementary school of Taipei City Education System has also reached the initial stage of the implementation science and the special educators integrate the content of My Ability ID Card into the individualized education plan. In the future, we suggest to continually apply implementation science in order to bring My Ability ID Card implementation to the sustainability stage at a national level, and to ensure the exercise of the rights of children comprised in the United Nations Convention on the Rights of the Child in Taiwan.