本研究旨在探討宜花地區國小資源班教師實施國民教育階段特殊教育課程大綱之執行現況與遭遇困難，以自編「宜花地區國小資源班教師實施國民教育階段特殊教育課程大綱之現況」調查問卷及自編「宜花地區國小資源班教師實施國民教育階段特殊教育課程大綱之現況」訪談題綱為主要研究工具。研究對象係為宜花地區任教於公私立國小資源班教師共有97位。依據所蒐集的資料，進行平均數、百分比、t考驗、排序及單因子變異數分析等統計程序處理。同時，針對8位國小資源班教師進行半結構式訪談，並將所得資料加以統整。本研究結果發現：（1）在國民教育階段特殊教育課程大綱執行現況的個人背景變項中，除「不同任教地區」向度，任教花蓮地區的國小資源班教師對國民教育階段特殊教育課程大綱於「政策執行」及「行政支援」執行現況符合情形顯著高於任教宜蘭地區的國小資源班教師外，其他各向度及整體上沒有差異。（2）在國民教育階段特殊教育課程大綱遭遇困難的個人背景變項中，除「不同任教地區」向度，任教宜蘭地區的國小資源班教師對國民教育階段特殊教育課程大綱於「行政支援」遭遇困難的情形顯著高於任教花蓮地區的國小資源班教師外，其他各向度及整體上沒有差異。（3）訪談結果發現受訪教師於政策執行、行政支援、專業進修、排課運作、課程調整等層面，半數以上受訪教師均持正向支持。研究者根據研究結果提出相關的建議，提供教育主管機關、學校行政單位及國小資源班教師等參考，並提出未來研究建議。

The objective of this study was to examine the status of implementing a special education curriculum guidelines among elementary resource class teachers in the Yilan and Hualien areas and the difficulty encountered in doing so. The key research tools used included a self-developed questionnaire and interview guide under the title of Status of Implementing Curriculum Guidelines for Special Education among Elementary Resource Class Teachers in the Yilan and Hualien Areas. The research participants were the 97 resource class teachers of public and private elementary schools in the Yilan and Hualien areas. The collected data were analyzed through statistical procedures such as determining the mean, t test, and one-way analysis of variance. In addition, semistructured interviews were conducted with eight elementary resource class teachers, and the collected data were integrated and organized. We obtained the following results: 1.Among demographic variables, the variable “geographical location” had a significant effect on the implementation of the curriculum guidelines. Elementary resource class teachers in the Hualien area were significantly more compliant in the dimensions of “policy implementation” and “administrative support” than their counterparts in the Yilan area. No difference was observed overall or in any other dimension. 2.Among demographic variables, the variable “geographical location” had a significant effect on difficulties encountered during the implementation of the curriculum guidelines. Elementary resource class teachers in the Yilan area were significantly more likely to encounter difficulties in the dimension of “administrative support” than their counterparts in the Hualien area. No difference was observed overall or in any other dimension. 3. Results of the interviews on policy implementation,administrative support,continuing education,course scheduling,and adjustments to the courseindicated that more than half of the interviewed teachers felt that the scheduling principles outlined in the curriculum guidelines is positive. Finally, according to the study results, we provided suggestions suitable for educational authorities, school administrators, and elementary resource room teachers. We also provided recommendations for future research.

國民教育階段特殊教育課程大綱; 國小資源班教師; 執行現況; 遭遇困難

Curriculum Guidelines for Special Education; elementary resource class teacher; implementation status; difficulty encountered