本研究旨在探討臺中市試辦國民教育階段學校特殊教育課程大綱（簡稱特教新課綱）所遭遇的困難。本研究以臺中市試辦特教新課綱的國民中小學教師為研究對象，使用自編之「國民教育階段學校特殊教育課程大綱試辦困難」調查問卷和半結構式訪談進行研究。本研究共針對試辦的國中小發出101份問卷，有效問卷回收率為87%，並以半結構式訪談了4位試辦學校的特教組長與教師。本研究發現主要的困難包括在行政與支援層面，教師最感到困難為「特教新課綱研習重理論少實務」、「家長不了解特教新課綱」、「認知嚴重缺損的功能性參考教材範例少」；在教師專業發展層面教師最感困難的是「特教教師包辦全部科目」、「普教教師不了解特教新課綱」、「遇到不熟悉的學科要請教有經驗和專業知識的教師」；在課程實務層面最感困難的情形包括「認知功能嚴重缺損學生上九年一貫課程」、「調整設計嚴重缺損學生的能力指標和課程」、「混齡特教班或資源班學生的學習領域或需求不同，教師教學不易」等困難。在不同背景變項的試辦學校教師對於整體試辦結果的差異情形為不同任教階段、任教班型、特殊教育班級數的教師在試辦困難上達到顯著差異。文後並提出相關建議。

The purpose of this study is to survey the difficulties of the newly revised curriculum guidelines for the students with special needs in Taichung city. The object of this study is elementary and junior high school special education teachers in Taichung city. The researchers designed the questionnaire to survey the difficulties of the implication about the newly revised curriculum guidelines for the students with special needs. The three levels of the questionnaire are administrative support, professional development, and curriculum implication. According the results of the variables in the study, it appears completely different at three variables. ＂The stage of the teachers＂, ＂The class type＂, and ＂the amounts of the special education classes＂ are included. Finally, suggestions are made according to the study results.