本研究旨在瞭解國民小學特教團隊組織與特教團隊運作之指標、內涵與現況，並且探討與預測其關係，進而建構及驗證其互動模式，並依研究結果提出建議。首先，進行初步文獻探討，作為本研究之研究架構的理論基礎；其次，進行專家審查與正式問卷調查，正式問卷對象為校長、輔導主任、特教組長與特教老師，共384位，總共回收195 份調查問卷，有效問卷195 份，以分析現況、驗證模式；最後，依據研究結果進行討論與結論建議。研究主要發現如下： 一、國民小學特教團隊組織與特教團隊運作的指標、內涵及其現況 （一） 國民小學特教團隊組織包括「特教行政機制」、「團隊人力資源」與「特教家長參與」三個指標，得分均為高程度，其中以「特教行政機制」得分最高。 （二） 國民小學特教團隊運作包括「鑑定安置輔導」、「適性教育計畫」、「推動融合教育」三個指標，得分皆為高程度，其中以「鑑定安置輔導」得分最高。 二、不同背景變項在國民小學特教團隊組織與特教團隊運作之差異情形 （一） 不同背景變項在國民小學特教團隊組織的得分方面：研究發現在性別、所屬縣市、服務年資、擔任職務上有顯著差異。 （二） 不同背景變項在國民小學特教團隊運作的得分方面：研究發現在年齡、服務年資、擔任職務有顯著差異，此外，所屬縣市在推動融合教育有顯著差異。 三、國民小學特教團隊組織與特教團隊運作之相關情形 整體國民小學特教團隊組織與特教團隊運作間呈顯著高度正相關，國民小學特教團隊運作各指標中，以推動融合教育與國民小學特教團隊組織總量表之相關程度最高。 四、國民小學特教團隊組織各指標對國民小學特教團隊運作的預測情形 即國民小學特教團隊組織之特教行政機制、團隊人力資源、特教家長參與各指標對整體國民小學特教團隊運作有顯著的預測力。 五、國民小學特教團隊組織對國民小學特教團隊運作的適配情形 各項適配度指標良好，上游潛在變項「國民小學特教團隊組織」對下游潛在變項「國民小學特教團隊運作」具有顯著的影響力。 最後，本研究根據研究發現，提出相關建議，俾提供教育行政機關、國民小學行政人員與特教老師們及後續研究參考。 關鍵字：特殊教育評鑑、特殊教育評鑑指標 / The main purpose of this study is to investigate the relationship, content and status about the elementary school organization of special education team and operation of special education team. This study included literature analysis and questionnaire survey to be the survey methods. The purpose of literature analysis was aimed to explore the elementary school organization of special education team and operation of special education team. Based on arranging related theory, document, and opinion, researcher made the questionnaires of this study. The subjects of the questionnaire included the principals, tutorship director, special education leaders and special education teachers of elementary school in Taipei city and county of Taiwan. The data of this study was analyzed 195 sampling subjects by description statistics, t-test, correlation and ANOVA, Multiple Regression and LISREL model. According to the statistics analysis of the questionnaire, we can get the following results. A. In the aspect of the elementary school organization of special education team a. The organization of special education team includes three indicators, which are (1)the organization of special education administration , (2)the human resources of team, (3)the parents participation of special education. Except for the three ndicators are high degree. For all, the best dimension is “the organization of special education administration”. b. School personnel’ sexual, region, total years of servicing, and school occupation have significant influences on organization of special education team. B. In the aspect of the elementary school operation of special education team a. The operation of special education team includes three ndicators, which are (1)identification, placement and counsel, (2) Individualized Educational Program, (3) promote inclusive education. Except for the three idicators are high degree. For all, the best dimension is “identification, placement and counsel”. b. School personnel’age, total years of servicing, and school occupation have significant influences on operation of special education team. But School personnel’region have significant influence on “promote inclusive education”. C. In the aspect of the relationship between the elementary school organization of special education team and operation of special education team a. There was positive correlation and regression existed among the elementary school organization of special education team and operation of special education team. b. The elementary school organization of special education team did promote operation of special education team. In the last part, according to the findings and results, the researcher proposed some suggestion for the educational officers, the administrative staff of elementary school and special education teachers, hoping to benefit the improvement and development of education of elementary school in the future. Key word : special education evaluation ; the indicators of special education evaluation

本研究旨在探討美國、英國及我國中央對地方政府特殊教育行政績效評鑑的狀況，運用特殊教育通報網篩選檢核指標，編製地方政府特殊教育行政績效調查問卷，發展平時檢測與定期實地評鑑機制，以建置平時與定期兼顧的特殊教育行政績效評鑑制度，供教育行政機關實施之參考。 採用文獻分析、訪問、焦點座談、問卷調查及團體深度訪談等五種方法。採取「特殊教育通報網運用調查問卷」、「地方政府特殊教育行政績效調查問卷」、「地方政府特殊教育行政績效實地評鑑調查問卷」及三問卷之訪問大綱為研究工具，以特殊教育行政人員、學者專家及特教教師與家長為研究對象。本研究自2006年10月至2009年5月為期兩年餘，研究發現有五： 一、美國積極推動中央對地方政府特殊教育行政績效評鑑，採取法制化、發展督導系統、委託全國特殊教育績效監督中心評鑑、評鑑委員多元化、檢測各州績效體制成效表、以及實施指標強調與一般學生比較等作法。英國教育標準署明訂特殊教育之分項視察項目、明列三層面九向度的特殊教育需求檢核標準、明列每項鑑定標準的等級標準、以及鑑定標準納入地方教育局改善的能力等作為，兩國上述作法均可供參酌。 二、評析我國2002年、2004年、2006年及2008年對地方政府特殊教育行政績效評鑑，發現評鑑制度已日漸完善。但目的宜強化輔導、資源調配與管理、相互觀摩與交流；評鑑委員宜再納入縣市特殊教育行政人員代表；評鑑項目依其性質宜分為指定領域、自選領域、複評領域及免評領域四類；辦理方式除書面評鑑外，應納入實地評鑑。 三、基於文獻分析、訪問、調查及團體深度訪談結果，我國中央對地方政府特殊教育行政績效評鑑有必要「建置平時與定期(或專案)兼顧的特殊教育行政績效評鑑制度」。此制度含括平時檢測機制、定期實地評鑑機制、地方政府自我評鑑及專案訪視機制四部分，並具體轉化為實施計畫，然本研究僅探討前兩部分。 四、以適切擴充特殊教育通報網篩選出量化客觀的關鍵與核心指標予以初檢，再以地方政府特殊教育行政績效調查結果的主觀感受進行複檢，以建構平時檢測機制，並具體轉化為實施子計畫。 五、以2008年特殊教育行政績效評鑑為基礎，依據訪問、調查及團體深度訪談結果來發展以督導、輔導、檢討、改善、資源調配與管理、相互觀摩與交流為目的之定期實地評鑑機制，並以三年為一週期，分年完成25縣市之實地評鑑，且具體轉化為實施子計畫。 / This study provides an overview and analysis regarding the central government’s evaluation of local governments’ administrative performance in special education in the U.S, England and Taiwan. By applying the Special Education Transmit Net（SETNET） to set the examining indicators, and by working out special education administrative performance questionnaires, the purpose of this study is to develop a mechanism, including a routine review and a periodical evaluation, and eventually to submit some practical suggestions to the Ministry of Education regarding special education in Taiwan. This study was undertaken for two and half years starting from October, 2006. It was conducted through literature review, interviews, focused forum, questionnaire survey and group depth interview methods. The results and conclusions are as follows: （1）The U.S actively promotes a sound system to evaluate local government administrative performance in special education in the areas of legislation, monitoring mechanisms, supporting The National Center for Special Education Accountability Monitoring (NCSEAM), and Measuring the Implementation of a State’s Accountability System etc. The Office for Standards in Education in England has linked inspection judgments about special education to the grade criteria of the inspection of special educational needs and investigates improvements the LEA has made since the last inspection. All the above mentioned are good paradigms for Taiwan. （2）An overview of evaluations which Taiwan has carried out in 2002, 2004, 2006 and 2008 reveal gradual improvements. However, the aims should emphasize guidance and assistance, resources allocation and management, emulation and communication. Local special education administrators should be subsumed into evaluation committees.The evaluation items should include assignation domain, option domain, reevaluation domain and exempt domain. The evaluation procedure should also include on-site visiting. （3）Based on the study results, Taiwan needs to establish a local performance evaluation system which looks after both routine and periodicity. The system should contain a routine review mechanism, a periodical on-site evaluation, self evaluations of local governments and special task inspection. （4）The SETNET should be expended further to select some objective key indicators and nuclear indicators for the initial examination, then the survey results of “Local government’s administrative performance in special education questionnaire” for reviewing can be adopted to accomplish the routine review. （5）On the basis of the evaluation in 2008 and the study results, Taiwan could develop a periodical on-site evaluation every three years as a cycle to complete the evaluation of 25 counties.