本研究以一個國小為例，探究以教師擔任個案管理員的專業團隊的運作。採用全性研究方法，透過第一階段的參與觀察及第二階段的行動研究，加上深度訪談及相關文件資料的蒐集，進行了為七個月的現場工作。 本研究發現：第一階段，特教老師和治療師共同合作，從評估、IEP目標的擬定到專業服務的提供。教師雖積極參與，但因治療師仍以一對一的方式進行治療，無法達到治療與教學結合的目的。第二階段的行動研究，治療的進行由改老師將治療師提供的策略融入教學而治療師入班協助的合作方式，藉由老師平日教學執行治療策略，較易達到治療的成效，褣而建立專業間相互信任的關係有很大的幫助。 整體而言，專業團隊的運作主要受到老師和治療師過去的經驗、專業間的了解與溝通、對教師主導角色的認知和接納的影響。最後提出一些建議，期望能更加提昇專業團隊的效能及服務提供的品質。

　　　　　In this qualitative study, it was intended to explore the teaming process that special education teachers were expected to play a role as case managers of special needs students. The seven-month study was divided into two phases: participation and in-depth interviewing in the first semester and action research in the second semester. In the first semester, we found that even though new action of teaming was emphasized, therapists, with the companion of special education teachers, still provided one-to-one therapeutic services for students selected from special classes and resource room programs. In fact, therapies were operated separately from teaching and less collaboration was observed between teachers and therapists. In the second semester, the actions were taken to provide teacher-led services to special needs students, with assistance of therapists. Special education teachers were found to be capable to adopt the strategies suggested by therapists in their daily teaching activities. The discussions after in-class supports form therapists were found to be beneficial for mutual understanding, role releasing, and communication between teachers and therapists. However, we found that the practice of teachers as case managers in the teaming process was influenced by past experiences of teachers and therapists, understanding and communications between professionals, and acceptance of the leading role of teachers. Based on what we had found in the study, some recommendations were suggested to promote the collaboration between professionals.