本研究關切特教教師為何在健常主義社會，願意實踐智能障礙者的性／別平等教育課程之反身歷程，並從其反身經驗瞭解其如何產生性／別意識。本研究採批判教育學與女性主義教育學的交織障礙視角，以半結構式訪談法分析十位特教教師的反身歷程。本研究發現，這群特教教師反思的路徑，源自紮根於健常社會與教育場域，並位移至學生性／別需求的情境而展開反身性歷程：一、制度性的缺失作為反思的驅動力，如健常化的課程綱要、通報制度、師資培育或在職進修；二、制度性的協作成為反思的驅動力，如學校行政的權力位置；三、不同專業場域的拉扯有斷裂的感知，如跨越特教領域邊界的學習；四、反思作為自我對話，如內在的自我對話、與他人（不同世代、性／別專業養成）相對比較的過程、與學生在對話理解中建構課程；最後，這群特教教師反身性經驗源於障礙者的慾望與性／別需求，並構成自身性別意識與性／別平等教育的內涵。

This research analyzes the reflective processes that underlie special education teachers’ implementation of sex/gender equality education for individuals with intellectual disabilities while working within an ableist societal context, further examining these experiences to explore the impact on the teachers’ own awareness of sexuality and gender. Drawing on a theoretical framework that integrates critical pedagogy and feminist pedagogy through an intersectional disability lens, this research employs semi-structured interviews to analyze the reflective processes of ten special education teachers. Findings reveal that these educators, originally rooted in the ableist perspectives of society and their educational training, shifted their perspective to students’ sex/gender needs through a process of reflexivity. Several factors drove this transformative process. First, reflection was often driven by institutional deficiencies, such as ableism in curricula, reporting systems, pre-service training, and in-service education. Second, institutional collaboration served as a driving force for reflection, particularly regarding the power dynamics within school administration. Third, reflection was driven by competing perspectives across disciplines, such as views on expanded learning beyond traditional special education. Fourth, reflection took the form of self-dialogue, including internal discussions, self comparison (across generations, exposure to sex/gender concepts, etc.), and curriculum development informed by dialogues with students. Ultimately, the reflexivity practiced by these educators was fundamentally driven by their students’ expressed needs regarding sexuality/gender. This process subsequently shaped both the teachers’ gender consciousness and their approach to sex/gender equality education.