The purpose of this study was to investigate the impacts of innovative school experiences on the
special education teachers’ perceptions of school effectiveness including classes, curriculum, school
culture, and school management system. A survey research design was employed for this study. A
total of 152 teachers participated in this study. 68 teachers were enrolled at not innovative special
schools and the other 84 teachers were placed at the innovative special schools. A t-test was used
for the data analysis. According to the key results, first, there were no statistically significant
differences between two groups on both special education teachers’ perceptions of classes, curriculum,
and school management system. However, there was statistically significant positive impacts of
innovative school experiences on the special education teachers’ perception of school culture except
the realization of educational autonomy. Finally, this study explored the strategies to make better
innovative special schools based on classes, curriculum, school culture, and school management system.
In addition, this study found that the most important things to improve the school effectiveness at
the innovative schools were communication and consultation among faculties.