This study was to explore Technological Pedagogical Content Knowledge (TPACK) for senior high school teacher in self-contained classrooms. The researchers investigated the teachers’ ability of technology curriculum design, technology curriculum application, tech-nology application ethics and technology application proficiency, and discussed the differ-ences of ability with distinct background. A self-reported questionnaire with measures of technology curriculum design, technology curriculum application, technology application ethics and technology application proficiency were administered to senior high school teacher of self-contained classrooms whom join workshop. Data was collected from 225 teachers after discarding invalid and incomplete questionnaires by purposive sampling. The result was analyzed through descriptive statistics and independent sample t-test. Findings were summarized as follows: (1) Teachers’ TPACK ability generally had above the average. Teachers have better performance in “technology application ethics”, and “technology cur-riculum application” needs to be strengthened. Teachers generally have ethics in technology is above the average, and can use technology to update new knowledge in teaching, but it is difficult for science and teaching activities and technology planning courses; (2) Teachers’ TPACK ability indicated that no differences in gender and professional background.; (3) There were significant differences in background factors such as teaching years and type of school. According to the research results, the author put forward the suggestions on the cul-tivation and enrichment of the special knowledge of the science and technology teaching content of the special education teachers, and proposed the development of the Technical Special Education Pedagogical Knowledge (TSEPK).
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