This research aims at finding the feasible approaches to integrate the resources for the special education in elementary schools. The method used in this research is the qualitative analysis of in-depth interviews with the teachers who teach in the disabled resource room (DRR) in elementary schools in Zhongzheng District of Taipei. The contents of the interviews include the present workload of the DRR teachers and the available resources for the DRR in elementary schools.
The major findings of this study are as follows:I.The present problems the DRR teachers face
A.Interpersonal communication problems
DRR teachers often feel discouraged to communicate with some personnel such as the principal, director of counseling, regular classroom teachers, partners, parents, etc.
B.Bottlenecks in job
DRR teachers encounter some difficulties with jobs such as problem students’ diagnosing and identifying.
C.Pressures from job
The pressures mainly come from special education evaluations, overloaded work, participating in non-special education affairs and lacking the channel of releasing pressure.
