Abstract
School trips are considered valuable opportunities for students with physical disability in special needs schools. This study examined the effects of and problems in school trips in special needs schools for students with physical disability， through semi-structured interviews with teachers,
using the Modified Grounded Theory Approach. Through the involvement of each off-campus facility and the institution, the study identified ways to support the learning process, safety considerations, and cooperation of leaders. The effects of the school trips included the growth of the students and changes in their family. As for future research, research on off-campus support
methods and expectations for off-campus facilities and institutions were suggested. Effective coordination and cooperation between the school and external facilities is essential to improve the impact of school trips, particularly in spreading awareness and supporting each other towards the creation of an inclusive society.
