本研究旨在探討國民教育階段(1)「在家自行教育」制度實施之現況，(2)「在家自行教育」亟待解決之問題，(3)「在家自行教育」制度改善之道，(4)「在家自行教育」（巡迴）輔導制度實施效果與改進之道，(5)「教育代金」之成效，(6)無法到校接受教育之重度障礙兒童之教育需求，(7)無法到校接受教育之重度障礙兒童適當之安置方式。以各縣市八十二學年度「在家自行教育」學生為對象，以自編「在家自行教育狀況及意見調查表」（分巡迴輔導教師及「在家自行教育」業務承辦人二式）為研究工具，做全面性問卷調查，並擬定訪談主題，以半結構式問題對家長進行抽樣訪談。經得（巡迴）輔導教師樣本773人（有效達成率91%），業務承辦人樣本21人（有效達成率91%），家長樣本48人（有效達成率100%）。教師與業務承辦人所得結果以次數及百分比顯示，並對不同類別之填答對象做卡方檢定：家長訪談內容依主題整理呈現。本研究主要發現如下：(1)21縣市中有14縣市未訂定輔導辦法，擔任（巡迴）輔導工作之教師有六成未受過合格之特殊教育訓練，教師身份以普通班教師為最多（50.7%），各縣市實施方式相當不一致；(2)教師在執行輔導工作時以教學輔導方面之困難最為嚴重，家長對於「在家自行教育」有錯誤認知，超過一半以上之教師與承辦人認為宜修改為「在家教育」，且對於人數增加趨勢有半數教師認為不是好現象：申請「在家自行教育」之原因為：受到學校拒絕、未通過特殊學校（班）之鑑定、教養機構品質與數量不符需求、學校無法妥善照顧學生或學校教育幫助不大、障礙程度過於嚴重以及學生在家方便照顧；(3)家長有二分之一強肯定「在家自行教育」之功能，教師與承辦人則認為實施績效「不是很理想」（佔七成以上），但有六成認為可「修改後繼續實施」，改進之道為：提高專業知能、結合相關服務、訂定輔導辦法、加強家長與教師之溝通；(4)（巡迴）輔導教師中以普通班教師感到困難度最高，擔任意願也最低；家長大多表示到家輔導不會不方便，對於（巡迴）輔導制之需求為：提供專業知能之進修機會、配合相關專業合作、提供輔導津貼、增加輔導次數；(5)家長對於「教育代金」多有錯誤認知（當作生活費、醫療費、營養費），教師較傾向提高代金金額，綜合家長及教師之建議主要有：延長申請年限、簡化申請手續、明確訂定用途、增加輔助對象；(6)無法到校受教育之重度障礙兒童之教育需求依序為：安排養護、機能復健、親職教育及醫學治療；(7)大多數受訪者認為無法到校接受之教育重度障礙兒童最適當的安置方式依序為：教養機構、醫院附設特殊班、特殊學校。根據研究結果，研究者提出若干改進建議，從行政決策、安置機構、教師進修及福利、諮詢服務、相關專業服務及親職教育等六方面提出可行之改進建議，並對未來研究提出三點看法。

The purpose of this study was to explore (1) the current status of implementing "home-bound self-teaching model", (2) the problems of "home-bound self-teaching model", (3) the way of improving "home-bound self-teaching model", (4) the effect of the itinerant teacher and the way of improvement, (5) the effect of "education subsidies", (6) the educational need of the children who were severely disabled and failed to attend school, and (7) the appropriateness of the placement of the children with severe disabilities. The target population was students who attended the "home-bound self-teaching model" in 1993. The instrument was two-form survey questionnaire; one was concerned with the itinerant teacher, and the other with the staffin charge of the "home-bound self-teaching model" affairs. As a result, the available subjects consisted of 773 itinerant teachers (91% of the target sample), 21 people in charge of affairs (91% of the target sample), 48 parents (100% of the target sample). The data were analyzed in terms of frequency distribution. percentage, and the chi-square test. The main findings were as follows:
1. Among the 21 cities/counties. fourteen cities/counties didn't set up the procedures of guidance and 60% itinerant teachers didn't receive certified special education training. Most of the itinerant teachers (57%) were teachers of regular classes.
2. The most difficult guidance was instructional guidance because parents misunderstood the "home-bound self-teaching model". More than 50% of teachers and staff considered that it should be modified as "education at home". The reasons of application for the "home-bound self-teaching model" included: (a) children were refused by theschool. (b) children failed to pass the screening. (c) the quality and the quantity of institutions didn't fit needs. (d) schools couldn't take good care of children, and (e) it was more convenient for children with severe disabilities to be educated athome.
3. More than 50% of parents have positive attitude toward the "home-bound self-teaching model"; more than 70% teachers and staff thought that the effect was not satisfactory. whereas 60% of them thought that the model. if revised, could be implemented. The ways of related services, setting up guidance precedure, and enhancing the communication between parents and teachers.
4. Among itinerant teachers, teachers from regular classes had the most difficulty and the lowest inclination. Most of the parents expressed it was convenient for them to have teachers conduct their children at home. Their needs includes: offering the opportunities for professional training, cooperating with related professionals.
5. Most of the parents misunderstood the "education subsidies" and considered it as living expenses, medical expenses, and nutrition expenses. The suggestions from both teachers and parents included extending service years. simplifying application procedures. identifying the purpose, and increasing subsidiary subjects.
6. The educational needs of the children who were severely disabled and failed to attend school were arrangement of educational institutions, functional rehabiliation, parental education, and medical therapy.
7. Most of the subjects thought that the educational placement for the children who were severely disabled and failed to attend school were special institutions, special classes attached to hospitals, and special schools.
According to the result of this study, the suggestions of improving the "home-bound self-teaching model" were administrative policies, placement institutions, professional training for teachers, consulting services, related professional services, and parental education.