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