特殊教育在近年來已不是一個陌生的名詞，許多學校都設有集中式特教班及不分類資源班，還有林立的特殊教育學校，以及身心障礙機構的存在，但身心障礙學生的社會經驗無法單純以學校教育來滿足，需要透過接觸外面的世界，才能讓學生將平日所學於真實的環境中驗證，因此有系統性、目標性、規劃性、程序性地規劃校外教學，則成為特殊教育教師勢在必行的課題，本研究透過文獻探討、專家意見彙整出相關評估構面和決策項目，並利用層級分析法(AHP)，探討特殊教育教師在活動設計、阻礙因素及應變措施等構面中，會優先規劃或預防的決策項目，經過群集決策的過程，將抽象及複雜的評估項目，化為具體的數值，讓決策者一目了然，以利後續特殊教育校外教學之方案擬訂。 Special education has not been a strange term in recent years. Many schools have centralized special education classes and unclassified resources classes, as well as many special education schools and mentally handicapped institutions. However, the social experience of students with physical and mental disabilities cannot be satisfied simply by school education. It is necessary to contact the outside world to enable students to verify the real environment they have learned in the daytime. Therefore, special education teachers must plan outdoor education in a systematic, targeted, planning, procedural way.This study uses the literature discussion and expert opinions to extract relevant assessment facets and decision-making projects, and uses the hierarchical analysis method (AHP) to explore the special education teachers' priority planning or prevention in the design of activities, obstacles and contingency measures. Decision-making projects, through the process of cluster decision-making, turn abstract and complex assessment projects into specific values, making it easy for decision makers to develop outdoor education programs.
