This study investigates the statuses of special education teachers’ computer self-efficacy and teaching effectiveness of integration of ICT in teaching in Taipei city junior high schools. This study also examines whether there are significant differences among special education teachers with different background variables on computer self-efficacy and teaching effectiveness of integration of ICT in teaching. This study uses questionnaire survey for data analysis from 325 participants of total 385 questionnaires. Some findings are as follows: 1. Special education teachers’ computer self-efficacy and teaching effectiveness of integration of ICT in teaching are high. The aspect of “teaching evaluation” in ICT integrated teaching is the highest. 2. Variables of educational background, teaching experience, weekly computer using hours are significantly relevant to the junior high school special education teachers and computer self-efficacy. 3. Variables of hours of yearly seminar participation and weekly computer using hours are significant relevant to junior high school special education teachers and ICT integrated teaching. 4. Junior high school special education teachers’ computer self-efficacy is positively correlated to ICT integrated teaching. 5. Junior high school special education teachers’ computer self-efficacy has high probability in ICT integrating teaching.