Article 1 Enforcement Rules of the Special
Education Act 2013 (namely the Act)
are enacted based on the Article 50 of
Article 2 Government offices in charge
as specified in the Article 7 of the Act are
referred to as authorities concerned with
special education allocated with personnel and budgets.
More than 3 credit hours, inclusive, in special education illustrated in Article 7 of the Act are referred to as completion of at least 3 credit hours in college, or taking part in 54 hours or more of special education professional program offered by
Article 3 After accomplishing both investigation
in status of special education
students and report on demographics of
special education placement based on Article 8 of the Act, authorities concerned shall establish and put into effect those reporting system of special education in coordination with health and social government offices.
Authorities concerned shall publish statistics
of annual reports based on Article 8 of the Act, including numbers and ratios of special education students/teacher, cost of placement and the rest of report paragraphs as well.
Both establishment and application of
Paragraph I of special education reporting system shall entrust or authorize schools concerned.
Article 4 Special education classes shall
be set up based on Article 11 of the Act up to senior high schools, inclusive, containing kindergarten, elementary, junior high, senior high, and schools for students with disabilities/talents.
Special education schools shall be established on the basis of Article 25 Paragraph 1 of the Act up to high schools (inclusive) including kindergarten, elementary, junior high, senior high, and schools for students with disabilities/talents.
Article 5 Self-contained special classes
meant in Article 11 Paragraph 1 Subparagraph 1 of the Act are referred to as students receiving full time special education and related services; in which part of the programs shall be carried out in the cross-class mode.
Cross-class resource rooms meant in Article 11 Paragraph 1
Subparagraph 2 of the Act are referred
to as students in regular class receiving part time special education and related services.
Itinerant classes meant in Article 11
Paragraph 1 Subparagraph 3 of the Act are referred to as students at home, institution or school receiving special education and related services from itinerant teachers.
Special education projects meant in Article
11 Paragraph 3 of the Act shall be administered cross school s where necessary.
Article 6 Special education personnel
specified in Article 15 of the Act are referred to
as regular school teachers, administrators,
special education professionals ,
related professionals, teaching assistants, and aides to special needs students.
Article 7 Medical resources illustrated
in Article 23 Paragraph 1 of the Act are
referred to as authorities concerned taking
initiatives in coordinating with medical institutions so as to provide special education students with rehabilitation, training/therapy, assessment and instructional/counseling consultation.
In order to put forth early intervention for special needs children based on Article 23 Paragraph 2, central and local governments shall develop preschool special education facilities and offer appropriate related services as well.
Article 8 Criteria of principals of special
education schools in special
education profession training based on
Article 26 of the Act is referred to as completion of more than 3 credit hours (inclusive) in special education specified in Article 2 Paragraph 2.
Article 9 Individualized education plan
(IEP) meant in Article 28 of the Act is
referred to as special education and related
service plan tailored for individual special needs student, developed by a professional team, including the following parts:
Student’s present status of abilities, family, and need assessment;
Student’s needs in special education, related services, and support strategies;
School year/semester educational goals, assessment means, date, and criteria of educational objectives per semester;
Functional behavioral intervention and administrative support needed for students with emotional and behavioral problems;
Student’s transitional counseling and services.
Student’s transitional counseling and
services aforementioned contain services delivered in academic, daily living, career, psychological, welfare and other related professional services.
Individuals participating in development
of the IEP shall involve school administrators, special education and related teachers, student’s parents and, where it needs, shall invited related professionals and the student; moreover, student’s parents are allowed to invited accompany of related personnel.
Article 10 The IEP specified in the former
Article shall be developed a month after
enrollment of new students or prior to
beginning of the new semester for present students. The former plan shall be reviewed at least once each semester.
Article 11 Special education projects
of the higher education specified in Article 30-1
Paragraph 1 of the Act are referred to
as campus learning, living and support services tailored for individual personality and learning needs, incorporating as follows:
Recipients and special education and support services;
Manpower resources and administrative support;
Space and environmental plans;
Calculation and sources of budget;
Special education and support services
mention in Subparagraph 3 of the former Paragraph shall include academic learning, daily living, support assistance, and consultative services.
Article 12 The former special education
project shall be developed by schools by
means of interdisciplinary team, integrating
all the resources involved, and pinpointing individualized support plan to meet each and every characteristics and need of students with disabilities, incorporating the following key items:
Student’s present performance, family status and needs assessment;
Special education, support services and strategies essential for the student.
Student’s transition and services details.
Article 13 Gifted students with disabilities
or with socio-economic/cultural
disadvantages shall be placed and taught
cross-campuses, individualized by his/her characteristics, given the most flexibility possible, and provided with best-fit curriculum design and support on the basis of Article 41 of the Act.
Article 14 Special education students
who are re-placed in other school shall go with
case portfolio to facilitate delivery
Article 15 Department of special education
of the college/university meant in Article
43 Paragraph 2 of the Act shall establish
its affiliated special education school /class, involving ancillary or affiliated modes, of which both school level and personnel format are based on Regulations and Criteria of the Special Education School Establishment/Transformation/Cancellation/Combination
and Personnel Format .
Article 16 Special education administrative
support network established on the basis
of Article 44 of the Act shall involve
special education resource center, of which personnel are composed of school teachers and related professionals.
Article 17 These Enforcement Rules take
effect the day it is put forth.