本研究旨在探討國民小學運用社會福利資源協助身心障礙學生之模式與策略、內外部影響因素，以及面臨之挑戰。 研究對象為嘉義縣內三所包含特殊教育班級之個案學校，本研究使用半結構式訪談蒐集研究資料。 主要的研究發現包括：（1）教師最常運用的社會福利資源是人力資源；（2）行政人員較常運用的社會福利資源是物力資源及財力資源；（3）教師運用社會福利資源以協助人力、物力及財力為模式與策略；（4）行政人員運用社會福利資源以會議流程、計畫執行及活動合辦為模式與策略；（5）教師運用社會福利資源受「外部因素」影響大；（6）行政人員運用社會福利資源受「內部因素」影響大；（7）學校運用社會福利資源協助身心障礙學生面臨之挑戰為運用策略解決學生需求及創新的規劃。 This study investigated how elementary schools utilized social welfare resources to assist students with disabilities, their models and strategies for utilizing social welfare resources, internal and external factors influencing their utilization as well as challenges for utilizing social welfare resources. The case study included three elementary schools providing special education at Chiayi County and conducted semi-structured interviews to collect research data. The major research findings included: (1) the most commonly utilized social welfare resources sought by teachers were human resources; (2) the most commonly utilized social welfare resources used by administrative staff were material as well as financial resources; (3) the utilization of social welfare resources by teachers as a model and strategy to assist the human, material and financial resources; (4) the utilization of social welfare resources by administrators as a model and strategy by meeting processes, project execution, and joint activities ; (5) the utilization of social welfare resources by teachers were mainly influenced by external factors; (6) the utilization of social welfare resources by administrators were mainly influenced by internal factors; (7) elementary schools utilizing social welfare resources to assist students with disabilities encountered challenges in adopting strategies to address the student needs and innovative planning.
