「醫療化」(Medicalization)是指非醫療的問題被界定為醫療問題，當成疾病進行處遇(Conrad, 2007)。在科技與醫療業、醫療專業化及醫療相關市場的相互推動與資訊普及化的趨勢下，醫療化現象的範圍愈來愈擴大，從許多社會問題的界定與處理，到特殊教育的資格鑑定、安置建議、醫療人員參與縣市特殊教育諮委會、特教專業團隊巡迴輔導等，醫療人員的角色從疾病診斷與治療，擴大到對身心障礙學生教育政策參與。 本文將從美國特殊教育發展過程，檢視醫療專業的角色與影響，接著討論台灣社會醫療化現象的演變，從特殊教育發展過程：特教對象、鑑定安置與特教服務等面向，分析醫療專業的角色與影響。透過訪談資料分析醫療化的情形，並建議建立特教理論與因應之道。

Medicalization is the social phenomenon in the United States; it does so in Taiwan. ”Medicalization” describes a process by which nonmedical problems become defined and treated as medical problems, usually in terms of illness and disorders. The special education was charity for the disabilities in the early 20 century, and it is more and more medicalized in this century. The medical professionals involved in the diagnosis and categorical of the disabilities, and expanding its professional power into the policymaking of the special education. The medical professionals have more influence on special education. This article discussed the phenomenon and process of the medicalization in Taiwan, with evidence from interviews with medical professionals, teachers, parents, and students of serious emotional disorders. As the influence of the medicalization prevail in the special education domain in Taiwan, the authors suggest to development the special education theory in the future, and enhance its professional independence while collaborating with other professionals.