本研究主要目的在探究台北縣身心障礙學生家長對家長參與相關規定的瞭解情形及參與情形，並且進一步探討家長對參與滿意情形及看法。
本研究運用調查研究法，採自編「家長參與特殊教育調查表」為研究工具，針對953位台北縣身心障礙學生家長進行資料的收集。所獲得的資料主要以次數分配、百分比來作分析；並針對研究假設，以卡方考驗方法進行差異分析。
經資料分析結果，本研究的主要發現如下：
一、大部份家長會較瞭解有關家長參與的規定通常是直接與子女接受特殊教育相關的項目，如鑑定、教育安置、擬定IEP、相關專業服務或家庭支援服務。對於特教學生家長代表參與學校事務或教育決策等規定，家長就較不瞭解。
二、約有六成家長參與子女教育安置會議。另外有四成家長未參加安置會議，主要原因為「無法抽出時間」、「沒接到通知」及「家長不懂交由老師決定」等。
三、不同「教育階段」、「家長教育程度」及「家庭結構」的家長，在參加子女教育安置會議上有差異存在。一般而言，子女在國小階段、教育程度高、雙親家庭的家長在參與率上都較其他類別來的高。
四、近六成二家長參加子女IEP會議，在未參加者的原因主要是無法抽出時間、不懂IEP由老師決定就好及沒接到通知。
五、不同「安置型態」、「家長教育程度」及「家庭結構」的家長，在參加IEP會議上有差異存在。一般而言，子女就讀特教班、教育程度較高、態度正向和雙親家庭的家長在IEP會議的參與率比其他類別相對較高。
六、參加子女教育安置及IEP會議的家長對安置結果及IEP的滿意程度相對較未參加者來的高。
七、不同「教育程度」及「家庭結構」的家長對參與子女鑑定的看法有所不同。大致上教育程度較高、雙親家庭的家長在看法上比較為積極。
八、不同「教育階段」、「教育程度」及「家庭結構」的家長對參與子女教育安置的看法上有所差異。大致上，子女就讀國小、教育程度較高及雙親家庭的家長對參與子女教育安置的看法上相對較為積極。
九、不同「教育階段」、「城鄉」、「教育程度」及「家庭結構」的家長對參與子女IEP設計與檢討的看法上有所差異。子女在國小階段、位在市區、教育程度較高、雙親家庭的家長對參與子女IEP設計與檢討看法上較為積極。
根據上述研究結果，研究者提出相關建議供教育主管機關、學校及後續研究者作參考。

The purpose of this study was to explore understanding of involving related regulations and involving situations for parent with disabled children. We would also further explore parental satisfaction and perception about their involvement.
This study conducted a survey on 953 parent with disabled children in Taipei county. The data was collected by using the Parent Involvement in Special Education Questionnaire and analyzed by frequency distribution, percentile,and χ 2-test.
The major findings of this study were as follows:
1.The regulations most parent understood much more were directly related to special education disabled student received, such as evaluation, educational placement, developing IEP.
2.Sixty percent parent participated their children’s educational placement conference and forty percent parent didn’t. The major reason why parent didn’t participate the conference were “no free time”, “didn’t receiving conference information” and “lack of knowledge, depending on teacher’s decisions”.
3.Significant differences presented in participating educational placement conference for parent with different children’s educational level, parental educational background and family structure.
4. Sixty-two percent of parent participated IEP conference of their child. The major reason why parent didn’t participate the conference were “no free time”, “lack of knowledge, depending on teacher’s decisions”, and “didn’t receiving conference information”.
5.Significant differences presented in participating IEP conference for parent with different class type of child, parental educational background, and family structure.
6.Parent participated in their children’s educational placement and IEP conferences were much more satisfied with the results of placement and IEP than parent didn’t.
7.There were significant differences in percetion of involving children’s educational placement for parent with different children’s educational level, parental educational background, and family structure.
8.There were significant differences in percetion of involving children’s IEP for parent with different children’s educational level, area, parental educational background, and family structure.
According to the results of this study, some suggestions were provided for policy decision-maker, the education administrator, and school teacher.

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