The purpose of this study is to analyse their perception about curriculum approaches and instructional culture, and the effects of these approaches on instructional culture. First, Special education teachers will broaden the horizons of perception about the curriculum approaches including general education curriculum approach by changing a belief and their expectations toward students with disabilities founded on the development approach and the functional approach. Second, Special education teachers need to improve the capacity for instructional cultures characterized by the subjectivism educational philosophy, the constructive instruction methods, and the cognitive instruction strategies. In addition to the objectivism educational philosophy, the instructivist instruction methods, and the behavioral instruction strategies, special education teachers make effort to enhance the capacity of instructional cultures and to widen the breadth and depth of the instructional cultures. Third, the perception about the curriculum approaches of special education teachers have influences the instructional cultures. Their perception of the development approach strongly affects the instructional cultures characterized by the objectivism educational philosophy, the instructivist instruction methods and the behavioral instruction strategies. It becomes an important factor that makes the instructional cultures of special education teachers teacher-centered. In particular, the development approach presents the appropriate tasks depending on the developmental stage of the students with disabilities, but this assumption is not only difficult to be considered student‐centered because it highlights the disability itself rather students' potentials, but is not suitable for recent trend of special education that emphasizes the coordination of environment. Therefore, special education teachers have to make efforts for the transition of perception about developmental approach.