The aim of this research is to explore construction of multiple intelligences environment in schools for students with special education needs. Based on the theory of multiple intelligences, instructional processes and outcomes are included to understand the beneficial conditions and problems faced by teachers when schools attempted to apply the multiple intelligences theory. Issues of teacher professional development and autonomy, as well as reflection and recommendations of instructional innovations as a result of the implementation process are also presented. To fulfill these research purposes, this study used case study method as conduct of inquiry. The field study was conducted mainly through interview, observation, and questionnaire. In addition, design and implementation of multiple intelligences activities were undertaken so as to understand the actual situation happened at the schools under study. The conclusions are listed as follow: A. Implementation Process and Teacher Outcomes 1. Collaborate to formulate school vision; 2. Respect students’ individual differences and design of suitable curriculum, evaluation is still waiting to be developed; 3. Provide learning environment for self-exploration; develop students’ ability in self-learning; however, due to limited resources, have to come up with other plans 4. Enhance students’ learning motivation; make students want to learn, know how to learn and love to learn; have positive impact on teachers' instruction; 5. Build Channels for family-school collaboration. B. The reality of Teachers’ Professional Development and Autonomy 1. Explore the format of implementation collaboratively; build professional development culture; 2. Teachers have professional development and autonomy C.Beneficial Conditions and Problems needed confrontation 1. Build common ideal; 2. Identify with school's line of reform; eager to participate, collaborate, and construct knowledge; 3. Support and endorsement from the leadership; provide necessary professional development and autonomy to teachers 4.Utilize outside advice effectively Recommendations for special education teachers and schools of similar studies are made in accordance with the conclusions of this study. Recommendations on how to apply the theory of multiple intelligences for teaching are also made for similar institutes as well as for future studies.

本研究之研究目的是探討學校爲有特殊教育需要的學生建構多元智能的環境之情況，包括教師運用多元智能理論進行教學的歷程及成效，瞭解當學校嘗試應用多元智能理論時，教師的專業發展及自主情況和實施的有利情境與面臨的問题，並探討整個實施過程給予教學更新的啓示與建議。爲達研究目的，本研究以個案研究法進行實地探究，主要運用訪談、觀察、問卷調查、設計及實施多元智能活動等方式搜集現場資料，以瞭解學校的實施現況。依據上述的研究目的與方法，本研究獲致以下的結論：一.實施歷程與成效 (一)共同訂定學校願景 (二)尊重學生的個別差異，設計發展關鍵能力的教學活動，然而評量方面仍有待發展 (三)提供自主探索的學習環境，發展學生自主學習的能力，但資源不足，需要另謀對策 (四)提昇學生的學習動機，令學生更爲想學、會學和樂學，對教師的教學有正向的影響 (五)建立家長合作的渠道 二、教師的專業發展與自主的實際情況 (一)共同探索實施的方式，建立專業發展的氣氛 (二)教師具有專業發展與自主 三.有利情境與面臨的問題 (一)具有共同的理念 (二) 認同學校的改革方向，並積極參與、共同建構 (三) 領導的支持及支援，且給予教師適切的專業發展及自主 (四)善用外力指導 根據結論對與個案相似的特教教師、學校領導，提出本研究的建議，最後是對相關機構與未來研究提出的建議，作為日後運用多元智能理論進行教學的參考。