This study selected 16 teachers from two special education schools as research subjects, employing questionnaire surveys and regression analysis to focus on the optimization of spatial planning and functional layout in school buildings. It explored the close correlation between the optimization of architectural functions in special education schools and the enhancement of teachers’ professional competence. The main findings indicate that the optimization of spatial planning in special education school buildings exhibits a significant positive correlation with five dimensions—professional competence, personal skills, thinking patterns, personal knowledge, and team building—at the 0.01 significance level. At the 0.01 level, functional layout optimization in special education schools exhibits significant positive correlations with four dimensions: personal skills, thinking patterns, personal knowledge, and team building. Professional competence and functional layout optimization are significantly correlated at the 0.05 level, effectively promoting the enhancement of teachers’ professional competence.
