| Summary: | 碩士 === 國立嘉義大學 === 特殊教育學系研究所 === 103 === Three elementary special education teachers participated in this study. Narrative inquiry was adopted to investigate the factors that affected their acquisition of gender equality education and to learn their experiences in reporting and counseling gender equality cases, which may help to understand their difficulties and demands in promoting gender equality education. This study found that these special education teachers were greatly influenced by their family, peers, and model teachers during the process to become an elementary school special education teacher. When facing gender equality education problems from students of disability,parents, and family of origins, these teachers were motivated to find ways to help counseling such students.Meanwhile, they continued to expand their professional knowledge, teaching skills, and counseling knowledge of gender education. In addition, they reflected on their experiences and maintained self-growth in order to solve difficulties at work. Besides, high self-expectation and positive thinking furthered their rofessional development. Moreover, factors that significantly influenced these teachers’ philosophy and attitude toward gender equality education came from the differences in their training background, personality, life experience,
job position, and school location. It is expected that the findings of this study can provide implications to
special education teachers when carrying out gender equality education with students of disability.
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