本研究主要目的在探討對國中階段身心障礙學生實施體育教學的現況、特殊體育實施的需求、困難與意見。研究方法採問卷調查法與訪談法。問卷調查以自編的「對『特殊體育』實施現況與意見調查問卷」為工具。調查對象包括國中階段普通學校特殊班教師、普通學校體育教師、特殊學校班導師、特殊學校體育教師，共326個樣本；訪談對象為國中階段普通學校、特殊學校教師和智障、聽障、肢障、視障學生各8人，根據訪談大綱，採半結構方式行之。問卷資料以次數百分比、x2檢定加以處理；訪談部份就受訪者之反應意見進行歸納整理。
本研究的主要發現如下：
一、國中階段身心障礙學生體育教學現況方面
1.目前各校大都有對身心障礙學生安排體育課，這些學生幾乎都安置在特殊班。體育課大多由體育老師擔任；但普遍學校體育教師與未參加過特殊體育研習教師較少擔任這些學生體育之教學。
2.擔任過這些學生體育教學之教師，大都會對學生體育課程或教學有規劃；有研習過之教師未研習之教師規劃比率高，而規劃之主要方式為：「設計個別化體育教學方案」、「根據教師教學方便，彈性擬定」及「使用一般學生教學計畫，但予以簡化」。
3.教師教學的主要依據大都為「依實際狀況，自行調整、訂定」。
4.大部份身心障礙學生都喜歡上體育課，且希望與普通班學生一起運動。不過目前普通學校中體育教學安置主要型態還是「特殊班自成一班實施體育教學」。
5.主要教學內容是「球類活動」；最常使用的場地是「籃球場」。
6.普通學校與特殊學校對身心障礙學生體育的教學，大部份由教師自行規劃實施，但特殊學校有更高比率結合校內外專業人士來支援體育教學。
二、實施特殊體育需求之分析
1.在訊息之需求方面：教師對「對身心障礙學生運動傷害與特殊狀況之防範與處理」、「有關特殊體育專業訓練與在職訓練」、「無障礙環境與相關的教具、器材、設備」、「現行可用、適用的教材」、「身心障礙學生體能動作評量的工具和技巧」、「特殊體育教學經驗」、「國內現行有關特殊體育法令」、「如何安排和執行特殊體育方案」等八個項目之資訊都有需要，且需求率均在八成以上。
2.在實務方面：教師對「對身心障礙學生實施特殊體育教學」、「為特教教師及體育教師提供特殊體育在職進修機會」、「另編經費來購置特殊體育教具、器材及改善現有運動設施」、「對身心障礙學生實施特殊體育個別化教育方案」、「制訂法律來推動特殊體育」、「多舉辦一些特殊運動會及國際性特殊體育與運動交流活動」、「由教育部統一編訂特殊體育的教材」等七個實務項目都有需要，且需求率都在六成以上。
三、實施特殊體育的意見與困難
1.約五成的教師認為身心障礙學生體育課回歸主流的安置是「可偶爾嘗試，但還是以在特殊班中進行體育教學為佳」；但普通學校體育老師較其他兩類教師傾向認為不可行。
2.教師一致認為「教師缺乏特殊體育教學知能」、「缺乏特殊體育教材」、「身心障礙學生的體能、狀況欠佳」、「缺乏專業團隊的支援」、「缺乏設備、器材與教具」是對身心障礙學生實施特殊體育的主要困難所在。
3.身心障礙學生大都願意克服所遇到的困難參加運動，甚至認為是一種更大的磨練、挑戰。
4.一半以上教師覺得自己特殊體育知能不夠，目前不適合擔任特殊體育教學工作，其中以普通學校體育教師與未參加過研習之教師認為自己更不適合擔任。
5.大部份教師未來都願意從事特殊體育教學，其中普通學校特殊班教師、特殊學校教師與有研習過的教師有較高的擔任意願。
本研究除根據上述發現做進一步討論外，並綜合結論與研究限制，提出未來在實施特殊體育及研究上相關之建議。

The purposes of this study were to explore(a) the current status of physical education for disabled students, (b) the needs, difficulties, and opinions of implementing physical education to disabled students in junior high schools. Survey and interview were the methods of this study. In the survey study, the subjects (n=326) included special educators and physical educators in regular schools, and educators and physical educators in special schools.Eight subjects, comprised of teachers and students with disabilities,were interviewed in addition to the survey. The obtained data were analyzed by frequency distribution and chi-square test,and their opinions and reflections were summarized in this study.
The main findings of this study were as follows:
A. The current status of physical education for disabled students:
1.Most schools had arranged physical education for disabled students whom were placed in special classes and taught by physical educators. However, physical educators and teachers without participating in special physical education training in regular schools were seldom connected with teaching these students.
2.Most teachers who had ever been physical educators for the disabled students would plan the curricular in advance for them. The plan mainly included"designing IEP"."elasticized plan according to teachers' convince", and "using and simplifying the program for regular students".
3.Teachers' teaching mainly depended on actual status with proper modification.
4.Most disabled students loved physical education and hoped to take the course with regular students. Nevertheless, the physical education for the disabled in regular schools was mainly taking the from of special classes, separated from regular classes.
5.The main content of teaching was ball activity, and the main setting was basketball court.
6.The physical education for disabled students in regular and special schools was basically planed by teachers themselves; however, in special schools it was often connected with other professions.
B. The needs of special physical education:
1.In terms of information, "knowledge of medical terms and special behavior management techniques", "professional and in-services training in special physical education", etc. were most needed.
2.In terms of implementation, "providing special physical education teaching for disabled students", "providing in-service training programs for special and physical educators", etc. were most needed.
C.Opinions and difficulties of implementing special physical education:
1.About 50% teachers perceived special physical education could be hardly implemented in mainstreamed settings, rather it's better to be implemented in special classes.
2.Teachers thought that the main factors caused the difficulties of implementing special physical education were: lacking of special physical education knowledge,lacking of special physical education curricular materials, disabled students'bad physical strength and conditions, and lacking of equipments.
3.Most disabled students would like to overcome difficulties, partake in sports ,and even take it as a good way to steel themselves.
4.More than 50% teachers, especially for physical educators and teachers without participating in special physical education training in regular schools, thought that their knowledge about special physical education was not enough and they were not suitable to be special physical educators.
5.Most teachers were willing to engage special physical education teaching in the future.
At last, further discussions were made on the basis of present research findings, and some suggestions on special physical education as well as future studies were proposed.