本研究旨在探討台北縣國中小啟智班教師運用特殊教育相關專業服務的現況、看法、融入教學、個別化教育計畫情形、對相關專業諮詢服務的滿意度及遭遇的問題。
本研究方法以問卷調查法為主、訪談法為輔。研究者以自編「台北縣國中小啟智班教師運用特殊教育相關專業服務調查問卷」，針對100名台北縣國中小啟智班教師進行問卷調查。研究資料以次數百分比、t 檢定、單因子變異數分析處理。訪談法以半結構方式對10名台北縣國中小啟智班教師進行訪問，並依受訪者之意見進行歸納整理。
本研究的主要發現如下：
一、啟智班教師對特教相關專業服務抱持正向看法，亦能肯定特教相關專業服務對學生能力訓練的助益，惟接受服務學生進步的情形偏低。
二、啟智班教師融入教學、個別化教育計畫的差異情形為「不同年齡教師」、「不同年資教師」、「不同教育階段教師」及「有無參加研習教師」的背景變項中有顯著差異。
三、啟智班教師對特教相關專業人員服務滿意度的差異情形為「不同性別教師」、「不同教育階段教師」的背景變項中有顯著差異。
四、啟智班教師在運用特殊教育相關專業服務所面臨的問題，主要在於「相關專業人員服務的次數太少」，其次為「相關專業人員經常更換」、「相關專業人員的建議不符合學生需求」總共有二十六項問題。
本研究除根據上述發現做進一步討論外，並綜合結論與研究限制，提出對教育行政單位及未來研究之建議。

The study was to explore the practices of related services by self-contained class teachers in Taipei County. A self-designed questionnaire was employed to collect data in accompany with in-depth interviews. Participants consisted of 100 special education teachers across the county. Data were analyzed in terms of percentages, Student-t test and ANOVA. Results were listed as follows:
1.Special education teachers were positive in their conception of related services, though comparatively very few students received these related services at this point in time.
2.A significant difference was found in “inclusion” and “IEP” among such background traits of special education teachers as follows: ages, experiences, and educational levels.
3.With regard to satisfaction rate of related services, special education teachers differed from each other based on their genders and educational levels.
4.Difficulties confronted by special education teachers involved “few frequencies of related services”, “often change of professionals”, and “related services not meeting students’ needs”.
Based on the above findings, some suggestions were made toward education administrators. As well, limitations of the study and future advices were discussed.

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