本研究的主要目的在於探討智障學生之融合程度及其與特殊教育績效之關係。本研究分為三部分進行，第一部分經由文獻探討及深度訪談以建構適合國情之融合教育指標項目（包括物理環境指標、心理環境指標、課程教學指標及支援系統指標），並據以編製「融合教育指標問卷」，經預試、項目分析及信效度考驗後，作為正式研究之調查工具，接著以隨機取樣及叢集取樣方式，抽取各縣市國小、國中及高中階段教師有效樣本373位為研究對象，進行資料之蒐集。第二部分則篩選台北市四所國小四至六年級之智障學生共38名，以「國語文能力測驗」、「數學能力診斷測驗」及「學生在校生活狀況問卷」為工具蒐集資料，以了解其特殊教育績效。第三部分則請38位智障學生之級任導師填答之「融合教育指標問卷」，結合智障學生特殊教育績效評量之結果，再透過對級任導師之深度訪談，以探討融合教育程度與智障學生特殊教育績效之關係。經由客觀評量所得資料，以變異數分析、Pearson積差相關、典型相關分析以及多元逐步迴歸分析等統計方法，加以分析處理；經由深度訪談所得資料，則先轉錄成逐字稿，經整理分析後，以描述的方式呈現。
本研究的主要發現如下：
一、問卷調查方面
（一）教師的個人變項中以任教階段與融合教育四大指標得分之關係最顯著，而以國小教育階段實施融合程度最高。
（二）智障學生之學業成就與智商有顯著關係，與融合層次及教師個人變項則無顯著相關。
（三）智障學生之適應行為與融合層次及教師特教背景有顯著相關，而與智商無顯著關係。
二、深度訪談方面
（一）學生的問題行為會影響其融合程度。
（二）高融合程度組教師對融合教育抱持較正向的態度。
（三）融合程度較不受特殊學生智商影響，但與學生之人格特質關係密切。
（四）正面的同儕力量可提升融合程度。
（五）普通班之課程教學難以顧及特殊需求學生之需要。
（六）各項資源充足且獲得有效的整合時，才得以邁向成功的融合。
根據研究發現，研究者對教育行政機關與學校提出若干建議，並對未來的研究提出一些看法。

The main purposes of this study were to explore the relationship between the inclusive level of special needs children (the mentally retarded in this study) and its effect on academic achievement and adjustment. This study included three parts. In the first part, the indicator of inclusive education was constructed by means of literature review and in-depth interview. Four indicators were identified: physical inclusion, psycho-social inclusion, curriculum/instructional inclusion, and support system. The Questionnaire of Inclusive Education Indicators (QIEI) was developed accordingly. It was administered to elementary, junior high, and senior high school teachers around Taiwan. Eventually there were 373 effective teacher samples. In the second part, 38 students with mental retardation from the 4th grade to the 6th grade, who were placed in regular classes in four primary schools in Taipei city, took academic achievement and adjustment tests. The former included the Test of Language Competence and the Test of Mathematics Competence, while the latter was the Questionnaire of School Life. In the third part, the home class teachers were asked to answer the QIEI to assess the levels of inclusive education for each MR student. In addition, the teachers were interviewed to explore the relationship between the inclusive level and the achievement of MR students.
The obtained quantitative data were analyzed by one-way MANOVA, Pearson correlation, cannonical correlation analysis and stepwise multiple regression .The qualitative data were transferred into the word-by-word manuscript for analysis and synthesis.
The major findings of this study were as the following
1. According to quantitative date:
(1) In terms of teacher’s personal variables, the school level was significantly related to inclusive levels, while the elementary school level had the highest degree of inclusion.
(2) The MR students’ academic performances (in language and math) were significantly related to their IQs, but not significantly related to inclusive levels and teacher’s personal variables.
(3) The MR students’ adaptive behaviors were significantly related to inclusive levels and teacher personal variables, but not significantly related to their IQs.
2. According to qualitative date:
(1) The MR students’ maladjustment behaviors had a negative effect on inclusion.
(2) Teachers with higher inclusive level had better attitude toward inclusion.
(3) Same as the quantitative data, the inclusive level had little to do with students’ IQs, but had close relationship with students’ personal traits.
(4) Peer’s friendly attitude was helpful in upgrading inclusive level.
(5) The regular curriculum hardly met the needs of the MR students in regular classes.
(6) A successful inclusive education requires supported materials and resources.
Based on the above findings, the researcher has made suggestions regarding effective inclusion and future studies.

一、 中文部分
王天苗、邱上真、莊妙芬、鄭麗月、葉瓊華、孫淑柔、鄒啟蓉（民86）：特殊教育法修正草案評估報告。台北：立法院立法諮詢中心。
王天苗（民88a）：融合教育的理念。載於特殊教育年刊—迎千禧談特教。中華民國特殊教育學會主編。
王天苗（民88b）：發展遲緩幼兒融合式幼教模式之建立與實施成效研究（I）。行政院國家科學委員會。
立法院特殊教育法修正草案評估小組（民86）：特殊教育法修正草案評估報告。台北市：立法院立法諮詢中心。
行政院教育改革審議委員會（民85）：教育改革總諮議報告書。台北市。
曲俊芳（民87）：國中普通班身心障礙學生及其教師所遇困難及支援服務需求之研究－－以兩名腦性麻痺學生為例。國立台灣師範大學特殊教育研究所碩士論文（未出版）。
何華國（民76）：特殊兒童心理與教育。台北：五南。
吳武典、陳榮華（民66）：數學能力診斷測驗之編製。中國測驗學會測驗年刊，24，60-73頁。
吳武典、張正芬（民73）：國語文能力測驗之編製及其相關研究。中國測驗學會測驗年刊，31，37-52頁。
吳武典（民82）：特殊教育的理念與作法。台北：心理出版社。
吳武典（民83）：我國身心障礙兒童教育安置之檢討。師大學報，39，134-181頁。
吳武典（民84）：特殊教育的發展趨勢。載於師資培育的理論與實務學術研討會系列。國立台灣師範大學教育研究中心。
吳武典（民85）：特殊教育國際學術交流的經驗與啟示。特殊教育季刊，60，1-7頁。
吳武典（民86）：國中偏差行為學生學校生活適應之探討。國立台灣師範大學教育心理與輔導學系教育心理學報，29，25-50頁。
吳武典（民87a）:特殊教育行政問題與對策。特殊教育季刊，68，1-12頁。
吳武典（民87b）：教育改革與特殊教育。教育資料集刊，23，197-219頁。
吳武典（民89）:台灣特殊教育的最近發展——教育改革與特殊教育（未發表）。
吳淑美（民85）：探討「竹師實小特教實驗班第二年實施中重度學生完全包含課程模式（full-inclusion）成效」之實驗研究。新竹：新竹師範學院特殊教育系。
吳淑美（民86）：融合式班級設立之要件。特教新知通訊，4（8），1-2頁。
吳淑美（民87）：學前融合班教學理念篇。台北：心理出版社。
吳淑美（民88）：融合教育與教育改革。幼教資訊，103
，47-50頁。
吳淑美（民90）：吳淑美的融合教育——融合教育簡介。http：//www.nhctc.edu.tw/~smw/csmw.htm.
林貴美（民89）：特殊教育的新精神：尊重個別差異，融合不同於群體。載於中華民國特殊教育學會主編：特殊教育年刊—e世代特殊教育，191-206頁。
林寶山（民81）：特殊教育導論。台北：五南圖書出版公司。
邱上真（民88）：融合教育問與答。載於中華民國特殊教育學會主編：特殊教育年刊—迎千禧談特教，191-210頁。
邱上真（民89）：帶好每位學生：理論實務與調查研究——普通班教師對特殊需求學生之因應措施。國立高雄師範大學特殊教育系，行政院國科會專題研究計畫成果報告。
徐美蓮、薛秋子（民89）：融合教育教學模式：以自閉症兒童融入普通班為例。高雄：復文圖書出版社。
教育部特殊兒童普查執行小組（民82）：中華民國第二次特殊兒童普查報告。台北：教育部教育研究委員會。
教育部（民84）：中華民國身心障礙教育報告書：充分就學、適性發展。台北：教育部。
教育部（民87）：「落實學前身心障礙幼童入學年齡向下延至三歲」教改計畫。特教園丁，13（4），1-2頁。
教育部特殊教育工作小組（民88）：中華民國特殊教育概況。台北：教育部特殊教育工作小組。
教育部（民89）：特殊教育通報網。http://www.set.edu.tw
郭生玉（民74）：：心理與教育測驗。台北：精華出版社。
莊明貞（民82）：美國多元文化教育的理念與實踐。載於中國教育學會主編：多元文化教育。台北：台灣書局。
游麗卿（民88）：Vygotsky社會文化歷史理論：蒐集和分析教室社會溝通活動的對話及其脈絡探究概念發展。國教學報，11，230-254頁。
張蓓莉、胡梅（民88）：中華民國特殊教育法規彙編。台北：師大特教中心。
劉博允（民89）：台灣與美國融合教育政策之比較研究。國立暨南國際大學比較教育研究所碩士論文（未出版）。
鄭麗月（民88）：從特殊兒童的融合教育談學校行政的配合。特教新知通訊，6(1)，1-4頁。
鄒啟蓉（民87）：台北市啟智幼兒班回歸主流現況與相關問題研究。特殊教育研究學刊，16，151-169。
鄒啟蓉（民89）：發展遲緩幼兒在融合教育環境中社會行為表現研究。國立台灣師範大學特殊教育研究所碩士論文（未出版）。
黎慧欣（民85）：國民教育階段教師與學生家長對融合教育的認知與調查研究。國立台灣師範大學特殊教育研究所碩士論文（未出版）。
蔡明富（民87）：融合教育及其對班級經營的啟示，特殊教育與復健學報，6，349-380頁。
蔡淑玲（民86）：一位自閉症幼兒在融合教育政策實施下的狀況。國立台灣師範大學家政教育研究所碩士論文（未出版）。
鍾素香（民89）：美國對「限制最少環境」理念的發展與實踐，國立中山大學社會科學季刊，2(1)，143-153。
簡茂發（民76）：心理測驗與統計方法。台北：心理出版社。
蘇雪玉（民77）：學前障礙幼兒與一般正常幼兒混合就讀之效果。輔仁學誌，22，61-76頁。
蘇燕華（民89）：融合教育的理想與挑戰—國小普通班教師的經驗。國立台灣師範大學特殊教育系碩士論文（未出版）。

二、 英文部分
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