In order to help students with disabilities adapt to school life, NCUE provides support services in terms of schoolwork, life, and schooling system transition counselling.

1. Schoolwork support services

(1) Individual remedial teaching (difficult subjects): The Resource Classroom aims to help students with disabilities with difficult subjects, such as psychology and educational tests, English, and statistics. NCUE arranges individual tutors for students to help them with their progress.

(2) Examination service measures (explaining highlighted contents, reviews of specific questions, etc.): The Resource Classroom has designed a ‘Special Examination Service Form’ to meet the needs of teachers and students and provide appropriate assistance according to the different types and degrees of students’ disabilities.

(3) Work-study students and volunteers assist with learning (text-to-speech, audio recording, explaining highlighted contents, note taking, etc.): The Resource Classroom arranges regular shifts of work-study students and volunteers to assist students with disabilities with text-to-speech, audio recording, note taking, and explaining highlighted contents. At the same time, specific work-study students are arranged to assist students with disabilities with searching for information, etc.

(4) Textbook conversion: The Resource Classroom helps with converting textbooks into braille or enlarged fonts, and convert written materials into electronic files.

(5) Provide assistive equipment for borrowing.

(6) Application for special education award scholarships (provided by the Academic Affairs Office), and application for scholarships from off-campus units.

2. Life support services

(1) Orientation and Mobility training: In order to help students with severe or total blindness familiarize themselves with the campus environment as soon as possible, Taiwan Foundation for the Blind is frequently invited to assist with orientation and mobility training.

(2) Organize extracurricular activities and fellowship: To help students in special education become acquainted with, understand, and support each other, the Resource Classroom organizes activities such as dinners, off-campus visits, and alumni experience sharing in public office examinations or teacher enrolment examinations for students at the beginning and end of each semester.

(3) Hold student forums: In order to understand students’ learning efficiency in the classroom and effectively assist with it, the Resource Classroom regularly holds symposiums between counseling teachers and students to enable them to exchange views and to provide timely assistance.

(4) Psychological counselling (individual counselling, growth group): In view of the personal troubles faced by students with disabilities, the Resource Classroom helps students refer to the Student Psychological Consulting and Counselling Center of NCUE for individual consultation and participation in growth groups.

(5) Arrange accommodation and transportation on campus.

(6) Improve accessible environment on campus.

3. Support services concerning transition counseling

The participating individuals for various services offered at NCUE’s resource room are detailed in Table 1, and the participation in support services are detailed in Table 2. For additional information, (please refer to the resource room activities webpage at
https://ncue7232105.wixsite.com/ncue/blank-7 ; snippets from these activities are as shown in Figures 1-4):

(1) Student transition notification services: The Resource Classroom also offer students comprehensive and ongoing transition counselling and services, incorporating individualized special education plans to assist students in achieving their transition goals, which may include independent living, social adaptation, participation, further education, or employment.

(2) Graduate transition notification and tracking services: The Resource Classroom is committed to provide transition services for students with disabilities after graduation, tailoring our support to meet each student's individual needs by linking them to resources related to further education, transfer to other institutions, employment, vocational training, and homecare.

Table 1: Number of participants in various support services in 2024

Table 2: Statistics of support services by the Resource Classroom in 2024 for students with disabilities

4. Activities related to the counselling services provided by the Resource Classroom are announced to all students with disabilities on a Facebook group, and students are encouraged to participate actively, as shown in Figure 5.

Figure 5. Facebook group for Resource Room counselling activity announcements

5. The Special Education Center of NCUE undertakes commissioned and subsidized projects from the Ministry of Education. In addition to providing internal support for students with disabilities at our university in learning assistance, life assistance, school adaptation, and transition services, it also provides external special education consultation services for schools and community members in the guidance area, organizes special education professional development workshops, conducts on-site visits for higher education special education, performs special education assessment for higher education institutions, and publishes special education publications.

(1) Regarding the counselling of students with disabilities on campus, in 2024, a total of 72 students with disabilities at NCUE received related support services, including 2,029 instances of academic learning assistance services, 258 instances of life assistance services, 130 instances of career and transition services, and 280 instances of counselling and guidance services.

(2) For community members, students, teachers at various educational levels, and related guidance personnel, the center provides consultation hotline services to resolve issues related to teacher instruction, parental education, and student guidance practices. It also conducts on-site visits to schools in the guidance area to understand the implementation of special education work in schools.

(3) The center regularly publishes special education publications to assist in the professional development of special education teachers and related personnel, and plans and organizes transition liaison meetings for students with disabilities in higher education institutions to actively understand the current status, limitations, and resource needs of transition guidance activities at various schools. In 2024, the center completed 86 instances of special education consultation services, conducted 1 on-site guidance visit, published 2 issues of the Special Education Gardener journal, and organized 1 special education work review meeting for the guidance area and 1 transition liaison meeting for students with disabilities in higher education institutions.

(4) Additionally, to enhance the special education knowledge and skills of special education teachers, administrative personnel, and related guidance personnel at various educational levels in the guidance area, the center conducts annual surveys to understand the needs of frontline workers and combines them with the Ministry of Education's special education policies and future development directions for special education to plan and organize professional knowledge activities such as mandatory courses, elective courses, advanced courses, and thematic case studies for special education guidance personnel. In 2024, the center organized 6 basic special education knowledge workshops, 6 advanced knowledge workshops, 1 advanced course, and 14 special education-related courses, totaling 27 special education professional knowledge activities.

(5) In response to the continuous increase in the number of students with emotional and behavioral disorders and autistic spectrum disorder in higher education institutions in recent years, and considering the characteristics of Changhua, Yunlin, and Nantou regions where resource distribution is uneven and special education-related resources are weak, the center aims to develop support systems for students with emotional disorders and autism to assist counselors in the jurisdiction. Four aspects of services are envisioned: forming support networks through professional learning and exchange communities, integrating and connecting internal school resource networks, providing on-site guidance for difficult cases, and providing immediate consultation services. To meet the needs of these two disability categories, experienced guidance personnel from the guidance area, psychiatrists from the medical field, and professors specializing in special education are invited to serve as consultation committee teams to provide strong support and assistance when counselors have needs, offering different services based on the degree of individual case needs. In 2024, the center planned 3 special education knowledge workshops, 9 professional exchange community activities, 2 special education advocacy sessions for emotional disorders and autism, and 1 on-site guidance session for difficult cases.