In order to promote the development of inclusive education and special education, the central competent authority may appoint groups, colleges and universities, academic institutions, or teacher organizations in the fields of inclusive education or special education to conduct holistic and systematic research related to inclusive education or special education.
The corresponding competent authorities shall encourage teachers to conduct and publish research results, and apply these results to improve inclusive education and special education curricula, teaching materials and methods, and assessment methods.

The central and metropolitan authorities shall encourage universities with teacher education, and colleges above and including the five-year junior college level with education of preschool educators approved by the central competent authority to offer pre-service special education-related courses, in order to promote inclusive education.
The central competent authority shall incorporate special education-related courses into the curriculum standards for pre-service teacher education.

In order to encourage colleges and universities with special education departments to establish special education centers to assist identification, instruction, and guidance services, the central competent authority shall allocate a subsidy budget.
In order to conduct special education experimental research and provide internships, colleges and universities with special education departments may establish affiliated special education schools (classes).

In order to promote special education, the corresponding competent authorities of preschools and schools up to and including the senior high level may temporarily transfer teachers of public schools or preschools to compose specific groups, independently operate special education resource centers and special education guidance groups.
The regulations in the previous paragraph on organizations, missions, operations, teacher qualifications, recruitment, temporary transfer, training, rewards, seniority calculation, and other matters relating to specific groups shall be determined by the central competent authority.
The corresponding competent authorities shall establish a special education administrative support network in order to effectively implement special education, integrate relevant resources, assist in the implementation of special education in preschools and schools of all levels, and provide consultation, guidance, and services; the regulations and autonomous enactments concerning the connecting and operation methods, and other matters relating to support networks shall be determined by the corresponding competent authorities.
The corresponding competent authorities may designate additional special education teachers in public preschools or schools up to and including the senior high level, which shall be co-ordinated and deployed by the competent authorities, to assist in implementing the identification and evaluation prescribed in Article 19, paragraph 1, as well as the operation of special education resource centers and special education guidance groups in paragraph 1 in this Article, or the support network operations in the previous paragraph.

Preschools and schools of all levels shall provide families of students and preschoolers with disabilities with supportive services of consultation, guidance, parenting education, and transfer services; the regulations of the contents, forms, methods of provision, and other relevant matters shall be determined by the central competent authority.
The budget and resources of supportive services in the previous paragraph are allocated by the corresponding competent authorities.
At least one parent of students with disabilities in schools up to and including the senior high level shall be a standing or regular member of the school parental committee, in order to participate in the implementation of special education.

The implementation effectiveness of the special education provided by preschools and schools up to and including the senior high level shall be evaluated by the competent authority at least once every four years, and evaluation may be conducted in conjunction with school evaluations, preschool evaluations, or principal accountability evaluation as a principle.
The special education accountability of the metropolitan competent authorities and the county (city) competent authorities shall be evaluated by the central competent authority at least once every four years.
The items to be evaluated mentioned in paragraphs one and two in this Article shall be restricted to those specified by regulations; the simplification of evaluation methods and indicators and the reduction of administrative loading shall be executed in practice; the evaluation items and results shall be made public, rewards shall be given to those who achieve excellent evaluation results, guidance and assistance shall be provided to those who fail to meet the standards; the regulations of evaluation items, composition of the evaluation committee, evaluation procedures, and other relevant matters shall be determined by the central competent authority.
The special education evaluations of colleges and universities shall be conducted by the central competent authority once every four years, and additional ad hoc evaluations may be carried out.