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收稿日期：2018.03.07 接受日期：2018.09.04
附表一 全量表之題目與描述性統計結果（依平均數高至低排列題目）
題號 平均數 標準差
T30. 了解鼓勵特殊教育學生正向行為表現的方式 3.89 .745
T29. 了解標籤化所產生的負向作用 3.89 .778
T34. 了解特殊教育學生受教權 3.80 .807
T3. 了解特殊教育學生（身心障礙學生、資優生、特殊群體資優生）的身
心特質及其影響 3.77 .648
T35. 了解特殊教育的基本信念及目標，及專業倫理守則與法律規範 3.75 .790
T7. 了解特殊教育目標 3.75 .699
T4. 了解特殊教育學生的學習需求 3.72 .669
T28. 了解特殊教育學生常見之背景特質 3.62 .766
T37. 能了解特殊教育相關專業團隊 3.62 .781
T17. 了解特殊教育常見的有效教學方法與策略（如：工作分析、直接教學、
區分性教學） 3.58 .792
T25. 能為各類特殊教育學生，訂定適切的班級常規 3.57 .847
T38. 了解專業團隊合作的模式與策略 3.56 .788
T26. 具備規劃與布置教學環境之知能（如：結構化、創造性） 3.54 .845
T39. 了解親師（家長與教師）合作的模式與策略 3.54 .823
T10. 了解學習領域或學科的專門知識 3.54 .693
T16. 具備依據特殊教育學生需求調整教材之知能 3.53 .792
T18. 了解特殊教育學生常用的學習輔具 3.52 .742
T1. 具備教育專業知識與特殊教育的教學知識 3.52 .644
T14. 具備發展特殊教育課程之知能 3.52 .759
T12. 依據特殊教育學生的身心特質、學科領域知識，轉化成教學活動 3.52 .759
T11. 了解學習領域或學科的教學知能 3.51 .719
T15. 具備依據特殊教育學生需求設計教學活動之知能 3.51 .788
T5. 了解身心障礙學生所需之輔具及相關支持服務 3.47 .715
T9. 了解普通教育及特殊需求領域課程綱要內涵 3.45 .742
T40. 能了解學校情境中特殊教育相關的組織與運作 3.43 .804
T23. 了解鑑定特殊教育學生的評量策略與工具 3.43 .760
T20. 具備多元評量或調整評量之知能 3.41 .814
T13. 能了解個別化教育／輔導計畫的內涵、擬定流程及相關規定 3.41 .800
T36. 具備特殊教育研究的相關知能 3.39 .835
T8. 了解特殊教育的重要發展趨勢與改革議題 3.38 .753
T21. 了解特殊教育學生的篩選和轉介的措施與流程 3.36 .768
T31. 具備功能性評量知能（身障） 3.30 .840
T6. 了解我國特殊教育政策 3.28 .754
T22. 了解轉介前介入方案 3.26 .799
T24. 能根據評量的結果撰寫評量結果分析報告 3.19 .900
T33. 具備執行行為介入方案的能力 3.17 .862
T19. 了解常見之社區相關資源 3.16 .787
T2. 了解特殊教育教育相關法規與行政制度（含社政、衛政、醫療等面向） 3.15 .725 T27. 了解學校對學生（特殊）事件處理流程（如：家暴、性平事件） 3.13 .872
T32. 具備生涯發展（轉銜）輔導知能 3.11 .849