Background

1. Established in 1997, our department aims to cultivate excellent special education teachers and academic researchers. 
     
2. We focus mainly on issues related to physical and mental disabilities, gifted education, and related fields. Through a variety of learning activities and services, we train our students to become special education teachers, early intervention and rehabilitation professionals, and specialists in assistive technology and its applications.
    
3. In 2003, we established the Graduate Institute of Physical and Mental Disabilities and Assistive Technology. In the 2010 academic year, the institute merged with the Department of Special Education and was renamed the MA Program in Physical and Mental Disabilities and Assistive Technology. The program mainly cultivates professionals who promote research and practice in physical and mental disabilities and assistive technology (including high-quality research) for our country.
    
4. Most of our faculty members are young and energetic. They have broad expertise in physical and mental disabilities, gifted education, and assistive technology, as well as experience in practical teaching and local special education counseling. They get along well with our students, who learn and grow while immersed in an atmosphere of special education training and care for socially vulnerable groups.

To promote the diverse development of our students and their learning careers, and to cultivate practitioners and academic researchers who possess theoretical and practical knowledge of special education and assistive technology.

1. Concern for issues related to the living, education, and welfare of socially vulnerable people with disabilities.
    
2. Concern for the potential development and education of gifted individuals.
    
3. Concern for the cultivation of excellent teachers for special and gifted education.
    
4. Concern for the cultivation of excellent instructors for disability welfare organizations, foundations, and early intervention institutes.
    
5. Concern for the lives of people with physical and mental disabilities and for the design and application of assistive technology.
    
6. Concern for further studies in special education and related fields, and for cultivating highly qualified academic researchers for the future. 

(1) Teaching

(a) Focus on special education professional courses, e-learning, and foreign language learning, using a variety of assessment methods, including exams, performance assessments, field trips, papers, internships, and creative work.

(b) The master's program emphasizes training in research methods, thesis writing, and the presentation of research papers.
 

(2) Research

(a) Research Focus

(i) Department of Special Education: Research focuses on issues in elementary and secondary (including early childhood) special education (including disabilities and giftedness), and promotes the use of assistive technology to enhance the quality of life of people with disabilities.

(ii) The master's program of the Institute of Individuals with Special Needs and Assistive Technology covers early childhood special education, special education, and vocational rehabilitation. Research areas include medicine, welfare, and education, and the application of assistive technology in these areas.

(b) Research Features

(i) Focus on special education research for Indigenous peoples.

(ii) Focus on assistive technology research and applied research.
 

(3) Research Activities

(a) Hosting national and international conferences: the “2007 International Assistive Technology Conference,” the “2008 International Music Theory Workshops,” the “2006, 2007, 2008 Aboriginal People Special Education Conference,” the annual “East Taiwan Special Education Journal and Conference,” and the annual “Special Education Department Faculty and Students Conference.”

(b) Overseas visits: Organized special education visiting groups to Mainland China in 2007 and 2008.

1. “The 1^st approach: the cultivation of excellent teachers”: to train excellent teachers for elementary school students with physical and mental disabilities and gifted students.
 

2. “The 2^nd approach: the cultivation of researchers”: to train students who may continue on to master's studies in special education or related fields, or study abroad at their own expense.
 

3. “The 3^rd approach: multiple employment opportunities”: to train excellent educare staff who can work for organizations serving people with physical and mental disabilities and early intervention, or to cultivate excellent talent for education-related and other organizations.