本研究主要目的在瞭解高職特教班教師對其特教班學生學習自我決策的態度、熟悉情形，以及實施現況。研究對象為台灣地區高職特教班的任教教師與特教組長，研究方法係以郵寄自編問卷方式進行資料收集，回收有效問卷共251份，並以描述性統計、單因子變異數分析、多元逐步迴歸分析及卡方檢定等統計方法進行資料處理與分析。依據資料分析的結果，本研究有幾點主要的結論：
一、高職特教班教師對於自我決策一詞的瞭解仍然相當陌生。研究結果顯示，有超過六成的教師並不熟悉此一名詞，且有兩成的教師仍未聽過。
二、高職特教班教師對於學生學習自我決策持積極肯定的看法。教師普遍認同自我決策的理念，也肯定高職特教班學生學自我決策的重要性與學習效益。
三、教師是否具備特教專業能力與其推動自我決策的態度有密切關連。
四、教師推動學生參與IEP過程中自我決策的意願較低，實際執行的比例亦不高。
五、學生在校表現和練習自我決策機會最多的是「被分配任務」和「鼓勵其獨力完成任務」。
六、教師所知覺的學生自我決策表現普遍偏低。
七、教師「特教背景」、「教師資格」、「職務」的不同，與其對學生學習自我決策的態度有密切關係；而教師「性別」、「學歷」、「職務」的不同，則與實際實行學生學習自我決策的情況有關。
八、教師觀念的迷思和教學訓練、資訊的缺乏是實施自我決策最大的瓶頸與困難。
研究者依據研究結果，對於相關教育單位、教師及未來研究等方面提出有關之建議。

The purpose of this study was to investigate attitudes, familiarity and current practice of teachers on learning self-determination among students in special education class of vocational schools. The research instrument was self-reported questionnaire with items in multiple-choice and Likert-scale format. A total of 251 teachers and school administrators completed the questionnaire (with 79% rate of return). The data were analyzed by descriptive statistics, one-way ANOVA, multiple stepwise regression and Chi-square test. The major findings were as follows:
1.Teachers in special education class of vocational schools were very unfamiliar with the term of self-determination. The result of the survey showed that more than 60% respondents were not familiar with the term, and 20% of them have never heard of it.
2.Most of the respondents had positive perceptions of learning self-determination among students. The teachers generally identified with the concept of self-determination. They also recognized the importance and its benefits from learning of self-determination for students in special education class at vocational high schools.
3.Whether the teachers were equipped with professional knowledge in special education was the key that affected teachers’ attitudes on promoting self-determination.
4.The teachers were less inclined to promote self-determination in the process of the students’ individualized education program. In addition, few teachers had the experience in promoting self-determination during IEP.
5.The students had the most opportunities to exhibit and practice self-determination while they were engaged in “assigned task” and “encouraged self-completion task.”
6.The teachers’ perception of student self-determination performance was generally low.
7.In terms of attitudes of teachers, there were significant differences among their backgrounds in “training in special education”, “type of certification” and “assigned position ”. There were also significant differences for “gender”, “education degree” and “position of teachers” in terms of current practices.
8.The paramount check point of promoting self-determination lay in the myths in teachers’ conception and the lack of discipline and information.
According to the findings and conclusions, there were some suggestions offered for relevant educational institutes, educators and research in the future.

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