視障教育近幾年來有不錯的發展，但在融合教育的教育走向下，家長已逐漸要求將視障兒童安置在普通學校就近入學，並要求教育單位提供適性的教育措施。此外，近十年來大陸地區和臺灣地區的視障教育多有所交流，而臺灣整個社會型態的變化也較以往快速，在如此態勢下，本人產生了評鑑和比較兩岸視障教育的實施成效之動機。因此，本人以問卷方式請教啟（惠）明學校教師，對於視障教育現況的滿意程度。同時將問卷以簡體字呈現，請教大陸地區十二所盲校校長或教師關於視障教育的滿意度。 本研究所採用的問卷以兩個向度為基礎，有基本資料和問卷兩大部份，問卷共分為十一大項，包括視障教育投資方面、視障教育過程方面、視障教育的產出方面、學生鑑定安置與輔導方面、學生特教需求的評估方面、個別化教育計畫的擬定方面、課程與教學方面、個案的輔導方面、支援與服務方面、團隊的整合方面以及各校的特色等等。研究結果顯示： 1.整體上兩岸視障教育教師對視障教育師生互動情況、視障教育學生畢業率等項目均感到滿意。 2.臺灣地區視障教育教師對於視障教育實施成效感到滿意的項目依次為視障教育師生互動情況；視障教育學生畢業率；能按時上網通報資料並隨時更新；舊生於開學前、新生於開學後一個月內擬定I.E.P；能依法令規定之內容擬定I.E.P；每學期最少檢討一次I.E.P等。 3.大陸地區視障教育教師對於視障教育實施成效感到滿意的項目依次為各處室能主動支援特教業務，並及時提供適當的相關服務；視障教育學生能力表現；能依學生能力及需求安排或調整課程；能依學生能力及需求與其他教師合作或進行協同教學；視障教育學生職業能力；視障教育學生就業態度；視障教育學生畢業率；能依學生能力及需求調整學習環境；能依學生能力及需求將特教相關專業人員融入教學中；能與其他教師互助合作，並與學生互動良好等。 4.整體上視障教育教師對視障教育現況感到不滿意的依次為：能結合普通各項資源以提供學生教學服務；普通班師生及家長能接納特教學生且互動良好；視障教育學生I.E.P相關人員支援情況；視障教育學生I.E.P設計情況；視障教育財力資源；能建立社區資源系統並主動善加利用；視障教育學生I.E.P評量情況。 5.各校視障教育實施的特色有：升學率高、音樂風氣盛、採多元化教學及個別化教學、專業的教學設備、環境和師資群、學前教育和多障教育發展良好、職業教育良好、學生多能使用電腦、按摩表現優異等等。

In recent years, the education for visually impaired children has been in good progress. However, under the trend of blending education, the parent have always ask schools to arrange their visually impaired children to study in nearby ordinary school and offer appropriate measures for their children. Many people may wish to understand the feeling of teachers in schools for visually impaired children in such greatly changed environment. Hence, the author conducted a questionnaire survey of the teachers about their satisfaction to current education for visually impaired children. There were 66 questionnaires are sent to the teachers, and 53 questionnaires returned. The returning rate is 80%. In the results of survey, we found: 1. As a whole, the teachers in schools for visually impaired children were satisfied with situation of interaction between teachers and students, graduation rate of students. 2. In Taiwan, the teachers in schools for visually impaired children were satisfied with situation of interaction between teachers and students, graduation rate of students, the drawing up of I.EP. before the start of new semester for existed students and one month after the start of new semester for new students, able to draw up I.E.P according to the regulation of laws, timely circulate and renew materials at any time, at least review I.E.P once in one semester. 3. In mainland China, the teachers in schools for visually impaired children were satisfied with student's capability for occupation, students' attitude toward employment. 4. as a whole, Teachers' Un-satisfaction with situation of supporting by related persons for student I.E.P, design of student I.E.P, financial resources, situation of evaluation of student I.E.P.