本研究旨在探究一般學校國中特教教師對打字溝通法介入之接觸經驗現況與對打字溝通法的主觀看法，並探究教師對打字溝通法的看法是否會因其接觸經驗不同而有差異性。
本研究採線上問卷調查法，以自編「新北市一般國中特教教師對打字溝通法之接觸經驗與看法調查線上問卷」為研究工具，研究對象為111學年度任教於新北市一般學校之國中特教教師。本研究共發放問卷534份，回收188份，回收率為35.2%。問卷回收資料以描述性統計（次數分配、百分比、平均數、標準差）、卡方檢定、獨立樣本t檢定、單因子變異數分析進行統計分析。研究結果摘要如下：
填答本研究之新北市一般學校國中特教教師以文字資訊為主要接觸到打字溝通法的管道，且有在教師接觸打字溝通法的經驗中，使用打字溝通法的學生人數偏少，並以自閉症學生為最多的障別。教導者多為相關專業人員，輔助者多為教師。學生使用打字溝通法狀況，大多能以句子回應他人，肢體協助大多需手部或手腕支持；最佳褪除可無須肢體協助，使用工具以電腦鍵盤居多。特教教師對於打字溝通法的接觸經驗則因服務地區的不同而在「研討活動管道內容」與「學生肢體協助最佳褪除程度」有顯著差異。
對於打字溝通法的主觀看法，則發現填答本研究之新北市一般學校國中特教教師整體對於打字溝通法的「概念認知」、「認同程度」、「接觸意願」有一定程度的理解、認同和意願，且其看法會因背景變項的不同而有差異。不同任教資歷國中特教教師對打字溝通法的「接觸意願」有顯著差異，並以任教資歷「5年以下」的特教教師對打字溝通法的接觸意願較高。而特教教師對於打字溝通法的看法也會因接觸經驗而有差異，具「實際觀察」經驗的特教教師對打字溝通法的認同程度較低，但且具「實際操作」經驗的特教教師對打字溝通法的接觸意願較高。整體而言，本研究結果可以了解到打字溝通法在國中學校現場的使用概況，以及了解教師對於打字溝通法各方面的想法。最後本研究根據結論提出相關建議，作為特教相關人員與單位和未來研究方向參考。

This study aims to investigate the current status of general junior high school special education teachers' exposure to and subjective opinions on the intervention of facilitated communication. The study also explores whether teachers' opinions on facilitated communication differ based on their exposure experiences.
The research adopts an online survey method, utilizing a self-designed "Survey on Exposure Experiences and Opinions of General Junior High School Special Education Teachers in New Taipei City Regarding Facilitated Communication" as the research tool. The subjects are special education teachers teaching in general schools in New Taipei City during the 111th academic year. A total of 534 questionnaires were distributed, with 188 responses collected, resulting in a response rate of 35.2%. Descriptive statistics (frequency distribution, percentage, mean, standard deviation), chi-square test, independent sample t-test, and one-way analysis of variance (ANOVA) were employed for statistical analysis. The summarized results are as follows:
Special education teachers in general schools in New Taipei City primarily encounter facilitated communication through text information channels. The number of students using facilitated communication is relatively low, with autism being the most common disability. Instructors are mostly professionals, and facilitators are often teachers. Students using facilitated communication can mostly respond in sentences, and physical assistance usually involves hand or wrist support. The optimal fading condition often requires no physical assistance, and computer keyboards are the most commonly used tools. Special education teachers' exposure experiences to facilitated communication differ significantly based on the service area in terms of "contents of seminar activities" and "optimal fading level of physical assistance for students."
Regarding the subjective opinions on facilitated communication, general junior high school special education teachers in New Taipei City generally have a certain level of understanding, agreement, and willingness to engage with facilitated communication. Their opinions vary based on different background variables. Teachers with different teaching experience levels show a significant difference in the "willingness to engage" with facilitated communication, with those having less than 5 years of teaching experience expressing a higher willingness. Teachers' opinions on facilitated communication also differ based on exposure experiences, with those having "actual observation" experience having lower agreement levels, while those with "actual operation" experience express a higher willingness to engage with facilitated communication. In conclusion, this study provides insights into the current usage of facilitated communication in junior high school settings and understanding teachers' perspectives on various aspects of facilitated communication. Finally, the study presents recommendations for relevant personnel, units, and future research directions in special education.

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