| Summary: | 碩士 === 國立臺灣師範大學 === 特殊教育學系在職進修碩士班 === 99 === The purpose of this study was to explore the problems which senior special educational teachers have encountered and the professional demands which they have and have not achieved when consulting with identifying a student with disability or not. Also comparing the problems and special education professional demands in different variables. (Identification years, identification consultant years, the willing to be identification consultant teachers in 99 school years) The questionnaire respondents included 31 special educational teachers from Taipei municipal junior high schools and followed by a semi-structure interview conducted with 5 of them. The collected data have been processed and analyzed through the frequency distribution, the mean, and the percentiles. The following results were obtained：
1. The higher frequency items of the problems are 「need to support the schools with changing quality and low identify skill」in role expectations, and 「the teachers need to handle both their work and identification consultancy 」in role overload . The higher frequency items in professional demands are「the applied timing and interpretation of new tests」in professional demands, and 「to seek support actively and solve the working problems」in working attitudes.
2. Among identification consultant teachers with different variables (identification years, identification consultant years, the willing to be identification consultant teachers in 99 school years), there are differences between problems and the needs of special education professional demands. In problems, the teachers have more problems slightly with identification years. The role expectations and role overload in fewer years of identification consultant years are slightly higher than experienced teachers. Those who do not need to be identification consultant teachers have more problems. In special education professional demands, the teachers who posses more identification years and identification consultant years have higher needs, and the teachers who do not need to be identification consultant teachers also have higher needs. Each difference between them is not significant.
According to this study, it offered some suggestions to the education administrations, identification consultant teachers and future researchers.
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