The purpose of this study was to explore the current stares, problems, and the way of improvement of the "home-bound self-teaching model"(HBSIM). The target population was students who attended the HBSIM in 1993. The instrument was two-form survey questionnaire: one was concerned with the itinerant teacher, and the other with the staff in charge of the HBSIM affairs. As a result, the available subjects consisted of 773 itinerant teachers (91% of the target sample), 21 people in charge of affairs (91% of the target sample), 48 parents (100% of the target sample). The data were analyzed in terms of frequency distribution, percentage, and the chi-square test. The main findings were as follows: 1. Most cities/ counties, didn't set up the procedures of guidance and 60% itinerant teachers didn't receive certified special education training. 2. It appeared that most parents misunderstood the HBSIM. The reasons of application for the HBSIM included: (a) children were refused by the school, (b) children failed to pass the screening,(c) the quality and the quantity of institutions didn't fit needs, (d) schools couldn't take good care of children , and (e) it was more convenient for children with severe disabilities to be educated at home. 3. More than 50% of parents have positive attitude toward the HBSIM; more than 70% teachers and staff thought that the effect was not satisfactory, whereas 60% of them thought that the model, if revised, could be implemented. 4. Most of the parents misunderstood the "education subsidies" and considered it as living expenses, medical expenses, and nutrition expenses. The suggestions from both teachers and parents included extending service years, simplifying application procedures, identifying the purpose, and increasing subsidiary subjects. 5. The educational needs of the children who were severely disabled and failed to attend school were : arrangement of educational institutions, functional rehabilitation, parental education, and medical therapy. 6. Most of the subjects thought that the educational placement for the children who were severely disabled and failed to attend school were special institutions, special classes attached to hospitals, and special schools. According to the result of this study, the suggestions of improving the HBSIM were: administrative policies, placement institutions, professional training for teachers, consulting sen4ces, related professional services, and parental education.