國家教育研究院

　　本研究關注融合/特殊教育學校課綱轉化與實踐模式，以及建立增能方案。十二年國教課綱中強調核心素養的重要性，需透過教育傳達合乎生活情境中不可或缺的知識、能力及態度，且強調學校本位設計課程的動能。是以學校在因應十二年國教特殊教育各領綱時，需掌握《十二年國教特教課程實施規範》瞭解如何根據身心障礙學生需要進行規劃與實施課程內容。高中階段集中式特教班並得參照《十二年國教高中教育階段學校集中式特殊教育班服務群科課程綱要》、《十二年國教身心障礙相關之特殊需求領域綱要》設計課程。故本研究擬探究高中教育階段不同類型學校（特殊教育學校、融合學校）對十二年國教特殊教育各領綱課程領導、教師轉化課綱之現況情形，提出對十二年國教特殊教育各領綱之回應模式，同時，設計中介方案與增能培力課程，以評估與落實十二年國教特殊教育各領綱實踐情形。
　　本研究採取採用設計為本研究法，運用文件分析、訪談、專家諮詢、參與觀察、問卷調查等資料蒐集方法，以達成研究目的。研究成果可作為特殊教育教師課堂教學實踐與相關政策擬定之參考，並提供未來課綱研究發展之建議。
 

　　This study focuses on the transformation and practice model of the inclusion and special education school curriculum , and the establishment of an empowerment program. The importance of core literacy is emphasized in The Curriculum Guidelines of 12-Year Basic Education. It is necessary to convey the knowledge, abilities and attitudes that are indispensable in the context of life through education, and emphasize the kinetic energy of the school-based curriculum. It is necessary for the school to master the " The Curriculum Guidelines of 12-Year Basic Education in Special Education Curriculum Implementation Regulations" in order to understand how to plan and implement the curriculum according to the needs of students with special needs. In the high school stage, the special education class has to refer to the " The Curriculum Guidelines of 12-Year Basic Education High School Education Stage Centralized Special Education Class Service Group Program Guideline" and the " The Curriculum Guidelines of 12-Year Basic Education Related Special Needs Area Guideline " design course. Therefore, this study intends to explore the current situation of the different types of schools (special education schools, integrated schools) in the high school education stage, the The Curriculum Guidelines of 12-Year Basic Education in special education, the administrative operation of teachers, and the teacher transformation curriculum. The response mode of each leader, at the same time, design intermediary programs and empowerment training courses to assess and implement the The Curriculum Guidelines of 12-Year Basic Education of the special education of the state education.
　　This study adopts the design-based research method, using document analysis, interviews, expert consultation, participation observation, questionnaire survey and other data collection methods to achieve research purposes. The research results can be used as a reference for the classroom teaching practice and related policies of special education teachers, and provide suggestions for future research development.