本研究主要目的在探討台北縣市高職特教班智能障礙學生學校生活品質之現況，以及不同個人背景變項（性別、障礙程度、國中階段之教育安置型態、年級）、不同家庭背景變項（家庭社經地位、障礙家人、家長參與）及不同學校背景變項（成班歷史、導師背景、公私立、台北縣市）的高職特教班智能障礙學生學校生活品質的差異情形，並探討這些變項對高職特教班學生在學校生活品質量表上的得分有多少預測力。
研究者利用調查研究法，以自編之「學校生活品質量表」為研究工具，調查九十一學年度就讀於台北縣市之高職特教班智能障礙學生（計271人）的學校生活品質，所得資料以平均數、單因子多變項變異數分析及多元逐步迴歸之統計方法加以處理分析。
本研究的主要發現如下：
一、高職特教班智能障礙學生所知覺的整體學校生活品質是積極正向的。
二、性別、障礙程度、國中階段之教育安置型態、家庭社經地位、其他障礙家人、台北縣市、導師背景，在高職特教班智能障礙學生所知覺的學校生活品質上沒有顯著差異。
三、年級、成班歷史、公私立，在高職特教班智能障礙學生所知覺的學校生活品質上有顯著差異。
四、家長參與程度較佳的高職特教班智能障礙學生，其學校生活品質較佳。
五、所有變項預測高職特教班智能障礙學生的學校生活品質及其各分量表的預測變異量由.08到.13。
根據研究結果，本研究提出高職特教班學生輔導及未來研究之建議。

The purpose of this study was three-fold: (1)to investigate the present situation of the quality of school life for senior-high-school students with mental retardation ;(2)to investigate the differences in their quality of school life in three respects of the following variables:the personal background (sex, disability level, placement in junior high school, grade),the family background(socioeconomic status, other mental-retarded family, parent involvement),and the school background(the year of establishment, conductor background, public or private school, Taipei City or Taipei County); (3)to investigate how much variances could predict the quality of school life for the students.
There are 271 senior-high-school students with mental retardations were investigated with self-designed surveys.The data was analyzed with the means,one-way MNOVAs, product- moment correlation, and stepwise regression.
The main findings of this study were as follows:
(1)The quality of school life of the mental- retarded students was positive.
(2)There was no significant difference between quality of school life and sex, disability level, placement in junior high school, socioeconomic status, other mental-retarded family, conductor background, as well as Taipei City or Taipei County.
(3) There were significant differences between quality of school life and grade, the year of establishment, as well as public or private school.
(4) The quality of school life was related to parent involvement.
(5)The variances to predict the quality of school life and its sub-scales were from .08 to .13.
Based upon the findings, the implications for practice and research were discussed.

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