自台灣108新課綱的推動後，提高了教師在跨領域教學與學生對跨領域課程的需求，然而在中等教育階段以下推行 108 課綱跨領域教學面臨很多問題與挑戰。中小學教師跨域教學能力與師資培育機構之課程有著一定程度的關係。大專院校教師的跨域合作能力不但關係著現場教師的跨域合作和教學能力，同時也為現場教師的參照典範。本研究旨在了解國內特殊教育與科技相關領域，例如電機、電子、工程之跨域研究者跨域合作的歷程，同時探索其對實務工作者的啟發。本研究採質性研究中的深度訪談，分析方式為內容分析法。研究的對象是透過對文獻回顧所提及的研究團隊進行立意取樣，隨後再以滾雪球方式請這些研究對象推薦其他跨領域團隊。在第8位研究對象的訪談中，研究者發現相似主題反覆出現，意即已達到資料飽和。研究開展的步驟首先是蒐集、閱讀、整理有關特殊教育的跨域研發文獻及文件；接著，對研究對象進行深度訪談，並系統地進行資料及訪談記錄的分析。本研究發現組成跨域研究團隊的主要因素為因應環境與政策，但同時也發現政策無法完全支持所研發之科技產品後發展。在研究團隊所扮演的角色中，自陳為專業知識的傳達者皆為特殊教育領域專業者。然而這些角色與受訪者角色本質與經歷跨域合作後的角色成長是否有關連研究者為深入探討，因此建議未來研究者能針對此議題能進一步探討。最後根據本研究受訪資料，成果歸屬中的作者排序較多是依據貢獻度來排名。因此建議未來研究者可進一步探討其他面向的成果歸屬。本研究對於實務工作者的啟發為團隊成員需對目標有認同感、換位思考，才能有效的溝通和合作。另外，有效的時間管理和學校提供適當的支持和資源，以幫助教師更好地適應和實施跨領域教學，將是關鍵的課題。

Since the implementation of Taiwan's 108 new curriculum guidelines, there has been an increased focus on promoting interdisciplinary teaching among teachers and a growing demand for interdisciplinary courses from students. However, the execution of cross-disciplinary teaching aligned with the 108 curriculum, especially at levels below secondary education, faces various challenges and concerns.
The proficiency of primary and secondary school teachers in cross-disciplinary teaching is somewhat linked to the curriculum provided by teacher education institutions. Furthermore, the ability of higher education faculty to engage in cross-disciplinary collaboration not only impacts on-site teachers' capacity for cooperation and teaching skills but also serves as a model for on-site educators. This study aims to comprehend the dynamics of cross-disciplinary collaboration among researchers in fields like special education and technology, including domains such as electrical engineering and electronics. It also explores the insights derived from their collaboration for practitioners.
This research employs a qualitative methodology involving in-depth interviews and applies content analysis for data interpretation. Research subjects were selectively chosen from research teams mentioned in the literature review. Subsequently, a snowball sampling technique was employed to solicit recommendations for other cross-disciplinary teams from these subjects. In interviews with the eighth participant, recurring themes emerged, signaling data saturation.
The research process commenced with the collection, reading, and organization of cross-disciplinary research literature and documents relevant to special education. Subsequent steps involved conducting in-depth interviews with the research subjects and methodically analyzing both the data and interview records.
The study's findings reveal that the primary factors influencing the establishment of cross-disciplinary research teams respond to environmental factors and policies. However, it was also noted that policies were insufficient in fully supporting the subsequent development of the technological products resulting from the research. Among the roles assumed by these research teams, participants primarily viewed themselves as conveyors of specialized knowledge in the field of special education. Yet, whether these roles and their evolution following cross-disciplinary collaboration are interrelated remains an aspect that the researchers did not extensively investigate. Consequently, it is advisable for future researchers to further explore this aspect.
Lastly, based on the insights gleaned from the study's interviews, the order of authorship predominantly reflected contributors' levels of input. As a result, it is recommended that forthcoming researchers explore alternative dimensions of attributing authorship. The implications derived from this study for practitioners highlight the significance of a shared sense of identity among team members with a common goal. Additionally, adopting an empathetic perspective is crucial for facilitating effective communication and collaboration. Furthermore, effective time management and sufficient support and resources from educational institutions will prove pivotal in assisting teachers to adeptly adopt and implement interdisciplinary teaching methods.

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