General Information

More emphasis will be given to student’s potential development and abilities to overcome obstacles when an educational system is more fully developed. The purpose of promoting special education is not only to respect each student’s rights for education and create the most appropriate learning environment, but more importantly, it is to have everyone make use of his or her special gift and talent.

Special education schools and classes are classified as follows:

1. Students with disabilities:
   1. Pre-school education: a total of 15 schools and 18 classes; a total of 133 schools offering 435 combined classes.
   2. Elementary school: All schools offer resource classes for students of all levels; a total of 44 schools offering 98 classes for students with mental disabilities; 9 schools for students with hearing impairment; and 5 schools for students with visual impairment.
   3. Junior high school: All schools offer resource classes for students of all levels; a total of 22 schools offering 46 classes for students with mental disabilities; 6 schools offering 7 classes for students with hearing impairment.
   4. Vocational high school: All schools offer resource classes and a total of 11 schools offering 31 general vocational skills classes.
   5. There are 4 special education schools, offering a total of 157 classes.
   6. There are 6 Special Education Resource Centers for students with disabilities.
      
      
2. Gifted and talented:
   1. Elementary school: a total of 37 schools offering 71 gifted classes, 4 schools offering 18 music classes and 2 schools each offering 8 art and dance classes.
   2. Junior high school: a total of 12 schools offering 13 gifted classes, 2 schools offering 6 music classes, 4 schools offering 12 art classes and 2 schools each offering 6 dance classes.
   3. High school: a total of 13 schools offering 29 gifted classes, 3 schools offering 9 art classes, 1 school offering 3 drama classes and 2 schools, each offering 6 music and dance classes.
   4. There is 1 Resources Center for gifted and talented children.

Important Measures

1. Carry out early intervention programs to look after underprivileged children
   1. Set up the “Special Education Resource Class” at the Taipei Early Intervention Center and cooperate with social affairs and health organizations to offer early intervention services.
   2. Children receiving special education are given the priority of being admitted to public kindergartens and a subsidy of NT$5,000 per semester is provided to those with disabilities to attend private kindergartens in order for them to receive early education.
      
      
2. Identification, placement and counseling of students needing special care at all levels of education
   Prior to every June, We complete the identification of and making arrangements for pre-school, elementary school, and junior high school children needing special care including those entering senior high and vocational schools, offering them adaptive counseling.
   
   
3. Build a comprehensive support network for students with special needs
   1. Besides setting up 6 resource centers for students with disabilities to assist schools in administering special education, the Department coordinates with medical, social work, labor affairs and other private organizations to set up the support system for students with disabilities, offering them academic, living and employment assistance. The Department also actively propels the “Operational Modes of Schools’ Special Education Group”.
   2. Set aside a generous budget, offering the various special education subsidies. Recruit special education experts and contractors to assist teachers looking after students. Carry out social worker case management and offer transport services for students with disabilities. Expand the scope of special education services.
      
      
4. Improve schools’ barrier-free learning environment
   1. Complete the construction of barrier-free swimming pool (upgrade completed in 107 schools; unable to carry out the upgrade at 5 schools due to landscape constraint or relocation).
   2. Improve barrier-free facility to achieve 100% compliance. Construct lifts with wheel-chair access to cater to the needs of students with serious disabilities.
   3. Create an online directory of disability free facilities, allowing handicapped students to get around freely.
      
      
5. Develop multifaceted education for gifted students
   1. Besides setting up gifted classes for all levels of education, also incorporate the cultivation of students with special talents in creativity, leadership and other abilities to the various curriculum and activities.
   2. Propel the “Enforcement Rules Governing the Acceleration Scheme for Gifted High School Students”, school programs for gifted students, and regional educational policies for gifted students. The goal is to infuse gifted education with an open approach that overcomes class constraints with each school operating independently.
   3. Set up the “Taipei Gifted Education Resource Center” to assist schools developing diverse activities and curriculum for gifted students.
      
      
6. Consolidate special education evaluation and on-site visits
   1. Besides conducting evaluations on the operations of each school’s special education group, the Department also reviews the results of specific counseling cases related to students with disabilities to gain in-depth understanding as to whether schools are offering adaptive learning services that match students’ needs.
   2. Undertake evaluations or offer on-site assistance covering the various types and levels of gifted education and policies.

Future Prospects

1. Continue to improve campus barrier-free environment, enhance special education support service and create a quality learning environment to achieve the goal of caring education that is barrier free.
   
   
2. Enhance the mechanism for the identification, placement, schooling, counseling and referral of students needing special care. Offer students suitable placement and comprehensive counseling, continuing education, employment, vocational training, nursing and medical services.
   
   
3. Organize in-service academic staff training programs to enhance their professional competency so as to improve the quality of special education.
   
   
4. Research and develop adaptive physical education courses for students with disabilities and encourage schools to offer these students physical training to facilitate their mental and physical well-being.