本研究旨在探討普教與特教教師對學習障礙學生接受雙語教育的觀點。通過採用質性研究方法，分別向雙語教師、特教教師、學障生共十五名的研究參與者進行半結構化的深度訪談，探討學障生在接受雙語教育的情況下之學習情形與教師之教學及輔導經驗，並了解雙語與特教老師對其有何感受和建議。祈更了解融合班雙語教育實施現況，為雙語教育與特殊教育之持續發展提供改善方向。
研究根據訪談資料進行編碼及分析後歸納出以下結論：一、學障生於各雙語課之學習表現存差異，整體學障生大致習慣雙語課的學習模式，但雙語融入確實有引起學障生部分學習挑戰；二、雙語及特教教師指出了有助學障生於雙語課中學習的教學策略，並表示可通過普特教師合作以更照顧其需求，且雙語教師亦提出針對學障生的個別支持與跟進，並就其教學任務及評量作調整；三、學障生對雙語課之感受呈正向，但對英語字詞學習動機不大，對不同雙語課堂活動與學習模式的喜愛程度存顯著差異，並對雙語課堂設計、教師及同儕於雙語課上提出了期許；四、雙語、特教教師整體皆對雙語教育抱積極態度，唯部分特教教師同時亦提出擔憂，並指出普特合作在雙語教育上仍有待加強緊密度，且融合班實施雙語教育仍存在困境，期能通過加強各方對雙語教育之共識、雙語課之教學設計、師培及在職培訓、師資甄選上的審視以改善雙語教育現場。
依據本研究的結果，研究者對教師、學校、教育行政機關及師資培育單位四方面提出實務上的建議。並根據研究限制，在研究方法及研究參與者兩方面提出未來研究建議。

The purpose of this study is to explore the perspectives of Bilingual Education teachers (BE) and Special Education teachers (SE) about students with learning disabilities (LD) receiving bilingual education in different subjects. By using the qualitative research method, fifteen participants in total from BE teachers, SE teachers and students with LD were interviewed independently by the researcher through a semi-structured interview. This study aims to find out the learning experience of the students and the teachers' experience of performing bilingual teaching, in order to understand the execution of bilingual education in inclusive classroom and provide a better direction for Bilingual and Special Education development.
After coding and analyzing the interview data, the findings of the study were summarized as follow: (i) There were differences in the learning performance of students with LD in bilingual lessons. Generally, students with LD were able to adapt to bilingual lessons, but the integration of bilingualism did pose some learning challenges to students with LD; (ii) BE and SE teachers pointed out some teaching strategies to facilitate the learning of students with LD in bilingual lessons, and indicated that the needs of students with LD could be better covered through the cooperation of the BE and SE teachers, BE teachers also suggested individualized support and follow-up for students with LD, as well as adjustments of their teaching tasks and assessments; (iii) students with LD had positive feelings towards bilingual lessons, but were not highly motivated to learn English, there were significant differences in their preferences in different learning activities, and they also expressed their expectations for BE teachers, their peers and the instructional design of bilingual lessons; (iv) BE and SE teachers were generally positive about Bilingual Education, but some of the SE teachers also expressed their concerns and pointed out that there is still a need to strengthen the cooperation between the BE and SE teachers, both two teams of teachers indicated that there are still difficulties in the implementation of Bilingual Education in integrated classrooms, and that may get solved by strengthening the consensus of all parties about Bilingual Education, improved the instructional design on bilingual lessons, teacher trainings and the system of teacher qualification selection.
Based on the findings of this study, the researcher proposed suggestions for teachers, schools, educational administrations, and teacher education organizations. According to the limitations of the study, the researcher proposed suggestions for future research in terms of research methodology and participants.

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