| Summary: | 碩士 === 國立臺灣師範大學 === 教育政策與行政研究所 === 100 === This study aimed to explore the use and needs of special education funding in the current integration, but identification by special instruction the number of students up to the head of view of the integration of classes of the most difficult ADHD student class instructors, as well as elementary special education and comprehensive view of the resource class teacher, special education instructors, who presented the recommendations of the administrative decision-making in the field of special education. To achieve the above purpose, this study took a qualitative research orientation, 10 in contact with ADHD students of special education personnel, and to collect data through interviews and document analysis.
In accordance with the literature results and the study findings are summarized as follows:
About the cognition and the use of special education funding：
1. People that he has best understanding of special education funding sources, distribution and use is special education leader, followed by special education teachers, and finally the integration class teachers.
2. ADHD integration class teachers and resource room teachers make a communication through a meeting, and they usually focused on ADHD students' behavioral problems. In other words, they didn’t discuss textbooks to buy or to use, or other use of funding.
3. Resource room teachers will make full use of textbooks and equipment costs, and practical purchase process is the use of the sum under the head of the recognition of the special education funding. Teachers do not take the initiative to understand the change of special education laws and regulations.
About special education funding Satisfaction and inclusion satisfaction：
1. First, the special education teachers believe that the greatest difficulty of the special education funding is "insufficient funds", followed by "human resources". The use of funds is in accordance with the principle of "earmarking", and all special education funding in the most overall special education staff satisfaction and controversial transportation allowances.
2. At present Taiwan’s special education allocation of funds is still on the marker-based, but suspected other than the licensed Manual of Health during the transitional period can not get benefits, can not seem to provide a holistic, comprehensive resource allocation.
3. Overall respondents have different answers form the satisfaction of inclusion. ADHD integration class teachers and special education team leader have higher scores of satisfaction than resource room teachers.
About other special education funding needs：
1. ADHD integration class teachers have different views of for the class to reduce the number of ordinary students to increase special students. And they are unwilling to accept the special students for different reasons.
2. ADHD integration class teachers and resource room teachers have different views in full-time or part time assistants, the main factors based on the disabilities of the special students and teachers’ management capacity.
3. Some special students should be placed in resource classes or special classrooms become a dilemma, and it makes some difficulties to distribute school resources, special funding, and the use of space in elementary school.
4. The factors of special education funding allocation and use are the principle’s manners to special education and the staff in school administration. Besides, all special staff’s needs of special funding and resource are the acquisition of interactive computer software, dynamic classroom equipment purchase costs and maintenance costs, and consider other methods in fundraising in order to increase revenue sources.
Based on the findings and conclusions of the study, suggestions were made for policy makers, ADHD integration class teachers, resource room teachers and special teachers, and future syudies concerned.
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