為了要評估盲生在接受國中基本學力測驗的測驗調整措施之後，是否能夠維持其應試的權益與公平性。本研究利用個案研究的方式觀察全盲學生在回答國中基本學力測驗數學科點字試題的解題歷程，一方面欲瞭解實際「測驗延長時間」和「題目的呈現方式」等外在因素對於全盲考生的影響；另一方面希望藉由探討外在因素的研究歷程中，發現有哪些內在因素會影響全盲生的解題表現。故本研究的研究目的為：欲瞭解影響國中全盲生回答國中基本學力測驗數學科表現的因素。
本研究分為兩研究，研究一以個案研究的方式，觀察三位國三全盲生在沒有時間限制下處理國中基本學力測驗數學科點字試題的情形，與深度訪談的方式，以獲得全盲生接受基本學測題目呈現方式的調整是否適當，及探討影響盲生解題表現。研究二則以基本學測的法定時間內，獲取全盲生處理國中基本學力測驗數學科點字試題的解題速度和正確率，以輔助研究一的研究結果。在資料分析方面，因本研究對象只有三人，因此以描述性統計方式分析解題速度和正確率，並以質的方法深入個案研究分析。
本研究結果顯示，全盲生在國中基本學力測驗數學科表現的影響因素如下：
一、外在因素─時間：可以發現三位學生平均一題約需2.6~3分鐘作答，在有圖表的題目平均一題約需3.66分鐘作答，所需時間是一般學生的1.5倍以上，雖然目前盲生可以要求延長測驗時間20分鐘，但仍和所需時間有所差距。
二、其他外在因素有：1.放大的觸覺圖形，較難迅速知覺圖形的整體;2.線條的粗細和格線的呈現，有時會干擾知覺主體和背景圖形;3.圖形的點字說明歪斜或不清楚造成辨識上的困難；4.分割複雜的圖表如開方表，不利於解題的進行；5.部分題目文字跨頁呈現，使閱讀速度緩慢，或是摸錯題目；6.運算工具所引起的限制；7.數學點字記號引起的困難；8.立體圖形引起的困難。
三、內在因素有：本身數學知識、題目的基模知識、自身圖形探索能力、解題習慣。
根據本研究結果，可提供基本學測的建議是測驗時間應該以該次測驗圖表的數量做比例上的調整，每題宜增為1.5倍的時間；有關於修圖方面，盲生倚賴觸覺無法正確的區辨複雜平面圖形中的背景和主題，因此需要將圖形簡化成盲生可以感知，但又不會改變題目要評量的目標，而有關於立體圖形應做刪減；對於老師教學的建議是加強盲生數學概念的學習，及圖形的知覺探索能力。

This research was intended to evaluate if blind students acquire equity and equality through the use of test accommodation of the Basic Competence Test for junior high students. We adopted case study to observe problem solving process of totally blind students when they take mathematical Braille items of the Basic Competence Test. We hoped to investigate external factors like extended testing time and presentation format affect on performance of blind students, and also hoped to investigate if any internal factors also had effect. The primary purpose of this research is to investigate any factor affect on performance of totally blind junior high students in mathematics of the Basic Competence Test.
This research was divided into two studies. In study one, we adopted case study design to observe and interview three blind ninth-graded students to participate the Basic Competence Test in mathematics, and test time was without limit. We wanted to get information about the effect of the use of presentation format accommodations on test and how to affect on performance of blind students. In study two, situation was similar with study one, but time was limited in one hour. The result of study two about problem solving velocity and correctness of answer were used to supplement the result of study one. Because of the small sample size, data analysis was performed mostly by means of descriptive statistics, and qualitative case study method.
As a result, we can find some factors affect on performance of totally blind junior high students in mathematics of the Basic Competence Test:
1.External factor---time: three blind students average spent 2.6~3 minutes for each item, and they average needed 3.66 minutes to solve item with diagrams. So needed test time of blind students is 1.5 times as needed test time of common students. Although blind students can ask an extra 20 minutes for test, but time is still not enough.
2.Other external factor: (a) enlarged tactual diagram is difficult to percept entirely; (b) perception of principle picture and background is disturbed by degree of thickness of lines and checker; (c) tilted or unclear Braille is difficult to identify; (d) divided complex diagram impede problem solving; (e) some items were not presented on single page in result of decreasing reading velocity of blind examinees or reading wrong item; (f) difficulty from mathematical Braille; (g) difficulty from three-dimensional drawing.
3.Internal factor: mathematical knowledge, schema knowledge of problem, exploring ability of diagram, and habit of problem solving.
According to the result of this research, we can provide suggestions for test accommodation policy of the Basic Competence Test for junior high students. Test time should change with the quantity of diagram of the test. Because of difficulty from identifying background and principle picture by touch, diagram should be simplified to percept easily without change target of evaluation. And three-dimensional drawing should be deleted. The suggestions for teaching of teacher are to advance blind students learning mathematical concepts and exploring ability of diagram.

中文部分
林世華 (民90)。國民中學學生基本學力測驗要如何走下去？飛揚專刊，第九期。
林寶貴 (民80)。聽覺障礙學生升學輔導與安置措施之研究。台北市：教育部教育研究委員會。
教育部 (民83)。國民中學數學課程標準。
教育部 (民89)。點字符號彙編。
教育部 (民89)。高中職多元入學方案。
教育部 (民90)。特殊教育法。
教育部 (民91)。身心障礙及資賦優異學生鑑定標準。
教育部 (民92)。九十二年度特殊教育統計年報。
教育部 (民92)。國民中小學九年一貫課程數學領域課程綱要。
教育部 (民92)。第一次全國科學教育會議─科學教育白皮書。http://www.nsc.gov.tw/sci/Discuss/conf.htm
教育部特殊兒童普查執行小組 (民82)。中華民國第二次特殊兒童普查報告 。臺北 : 教育部教育研究委員會。
譚克平、陳蓓蓉 (待印中)：全盲考生參加「國民中學學生基本學力測驗」
數學科所需延長時間之研究。師大學報。
陳英三 (民84)。特殊兒童教材教法─數學篇。台北：五南。
郭為藩 (民75)。教育機會均等理想的實踐。理論與政策，創刊號，29-39。
郭為藩 (民77)。視覺障礙兒童。特殊兒童心理與教育(pp. 120-150)。修訂一版。台北：文景。
蔡祺賢 (民83)。平等思想與我國教育機會均等政策。台北：五南。
張勝成 (民81)。教育上全盲的視覺認知。特教園丁，第七卷第三期，18-21。
張春興 (民85)。現代心理學。台北：東華。
萬明美 (民82)。視覺障礙。特教園丁雜誌社主編，特殊教育通論：特殊兒童的心理與教育(pp. 381-411)。台北：五南。
萬明美(民85)。大學入學考試殘障考生考試辦法初探研究報告。台北：大學入學考試中心。
萬明美（民90）。視障教育。台北：五南。
郭譽玫 (民83)。如何提供殘障考生一個最少限制的考場，特殊教育季刊，5，6-8。
劉信雄、王亦榮、林慶仁 (民89)。視覺障礙學生輔導手冊。教育部特殊教育小組主編。國立台南師範學院印製。
Kirk,S., Gallagher, J.，林寶貴譯 (民77)。視覺障礙兒童，特殊教育新論 (pp. 187-235)。台北：幼獅文化。
Linn, R. & Gronlund, N.，鄒慧英譯(民92)：測驗與評量─在教學上的應用。台北：洪葉文化。
Ahlberg, A., & Csocsan, E. (1994). Grasping numerosity among blind children. (Report No. 1994-4).
Ahlberg, Cscocsan (1999). How children who are blind experience numbers. Journal of Visual Impairment & Blindness, 93, 549-560.
Barrage, N. (1983). Visual handicaps and learning. (Rev. ed.). Austin, TX: Exceptional Resources.
Batman, B. (1967). Visual handicapped children. In N. Haring & R. Schiefelbusch (Eds.), Methods in special education. New York: McGraw-Hill.
Berla , E. P. , & Murr M. J. (1975). Psychophysical functions for active tactual discrimination of line width by blind children. Perception and Psychophysics, 17, 607-612.
Berla, E. P., & Butterfield, L. H. (1977). Tactual distinctive features analysis: Training students in shape recongnition and in locating shapes on a map. Journal of special Education, 11, 335-346.
Best, A. B. (1992). Teaching children with visual impairments. Philadelphia: Open University Press.
Brook, Simutis, and O’Neill (1985). The role of individual differences in learning strategies research. In R. F. Dillon(ed.), Individual differences in cognition(Vol. 2). New York: Academic Press.
D’Angiulli, A., Kennedy, J., and Heller, M. (1998). Blind children recognizing tactile picture respond like sighted children given guidance in exploration. Scandinavian journal of psychology, 39, 187-190.
Demario, N. C., Lang, S., & Lian, J. (1998). Teachers’ self-assessed competence and attitude toward literacy Braille materials in the Nemeth Code. Journal of Visual Impairment & Blindness, 92, 354-357
Demario, N. C. (2000). Teachers’ perceptions of need for and competency in transcribing Braille materials in the Nemeth Code. Journal of Visual Impairment & Blindness, 94, 7-14
Finelo, K. M. (1992). Cognitive focus. In R. L. Pogrund, D. L. Fazzi, & J. S. Lampert (Eds.), Early focus: Working with young blind and visually impaired children and their families (pp. 34-49). New York: American Foundation for the Blind.
Gibson, J. J. (1962). Observation on active touch. Psychological Review, 69, 477-491.
Gibson, J. J. (1966). The sense considered as perceptual systems. Boston, Mass: Houghton-Mifflin.
Hampson, R. J., & Daly, C.M. (1989). Individual Variation in Tactile Map Reading Skills:Some Guidelines for Research. Journal of Visual Impairment & Blindness, 505-509.
Heller, M. A.(1980). Tactile retention: Reading with skin. Perception & Psychophysics, 27, 125-130.
Heller, M. A.(1984). Active and passive touch: The influence of exploration time on form recognition. The Journal of General Psychology, 110, 243-249.
Heller, M. A., & Myers, D. S. (1983). Active and passive tactual recognition of form. The Journal of General Psychology, 108, 225-229.
Hock (1998). Standards, assessments IEPs: Planning for success in the general curriculum. Paper presented at the U.S. Department of education, Office of Special Education Programs IDEA Institutes Series, New Orleans, LA.
Kapperman, Gaylen, Sticken, & Jodi (2003). A case for increased Training in the Nemeth code of Braille Mathematics for teachers of students who are visually impaired. Journal of Visual Impairment & Blindness, 97, 110-112.
Kapperman (1994). ﹝Survey of knowledge of Nemeth code by special educators and rehabilitation teachers﹞. Unpublished raw data. Sycamore, IL: Research and Development Institude.
Kim & Servais (1985). Vocational, educational, and recreational aids for the blind. In J. G. Webster, A. M. Cook, W. J. Tompkins, & G. C. Vanderheiden(Eds.), Electronic devices for rehabilitation (pp. 101-115). New York: John Wiley & Sons.
Kirk,S., Gallagher, J., Anastasiow, N. (1997). Educating exceptional children. (8th ed.). Boston : Houghton Mifflin.
Kitchin, Blades, Golledge (1997). Understanding spatial concepts at the geographic scale without the use of vision. Progress in Human Geography, 21(2), 225-242.
Lowenfeld, B. (1980). Psychological problems of children with severely impaired vision. In Cruickshank, W. M. (ed.). Psychology of Exceptional Children and Youth. New York: Prentice-Hall.
Miller, S. (1981). Crossmodal and intersensory perception and the blind. In R. Walk & H. Pick, Jr. (Eds.), Intersensory perception and sensory integration. New York: Plenum.
Napier, A.A. (1973). Special Subject Adjustment and Skill. In B.B. Berthold Lowenfeld. (Ed.) ,The Visually Handicapped Child in School.(chap. 8). New York: American Foundation for the Blind.
Poulson & Fognani-Smaus (1998). Using the IEP as a tool to access curriculum and instruction. (Report for Special Services Unit). Aurora, CO: Aurora Public School.
Rapp , & Rapp (1992). A survey of the current status of visually impaired students in secondary mathematics. Journal of Visual Impairment & Blindness, 26, 5-117
Stevens , & Edwards (1994). Mathtalk: Usable access to mathematics. ITDV01N4﹝On-line serial﹞, article 5. Available e-mail: Robert@minster.york.ac.uk
Sicilian, S. P. (1988). Development of counting strategies in congenitally blind children. Journal of Visual Impairment & Blindness, 82, 331-335.
Simpkins, K. E. (1979). Tactual discrimination of shapes. Journal of Visual Impairment and Blindness, 73(3), 93-101.
Schwartz, A. S., Perry, A. J., & Azulay, A. (1975). Further analysis of active and passive touch in pattern discrimination. Bulletin of the Psychonomic Society, 6(1), 7-9.
Tillman, M. (1967). The performance of blind and sighted children on the Wechsler Intenlligence Scale for children: interaction effects. International Journal for the Education of the Blind, 16, 65-74.
Tillman, M. & Osborne, R. (1969). The performance of blind and sighted children on the Wechsler Intenlligence Scale for children: interaction effects. Education of Visually Handicapped, 1, 1-4.
Thurlow, M. L., House,A. L., Scott, D. L., & James , Ysseldyke,J.E. (2000). Students with Disabilities in Large-Scale Assessments: State Participation and accommodation Policies. The Journal of Special Education, 34(3), 154-163
Thurlow, Ysseldyke, Erickson, & Elliot (1997). Increasing participation of students with disabilities in state and district assessment. (NCEO Policy Directions 6). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. (ERIC Document Reproduction Service No. ED 416627)
Thurlow, Yessldyke, & Silverstein (1993). Testing accommodations for students with disabilities: A review of the literature. (Synthesis Report 4). Minneapolis: National Center on Education Outcomes, University of Minnesota.
Tobin, M. J. (1972). Conservation of substance in the blind and sighted. British Journal of Education Psychology, 42(2), 192-197.
Tuttle, D. W. (1986). Educational programming. In School, G..T.(ed.)., Foundation of Education for Blind and Visually Handicapped Children and Youth. New York: American Foundation For the Blind.
Ungar, S., Blades, M., & Spencer, C. (1995b). Visually impaired children's strategies for memorizing a map. British Journal of Visual Impairment, 13, 27-32.
Ungar, S. , Blades, M. & Spencer, C. (1996). Can blind and visually impaired people read tilted Braille labels ? Proceedings of the Maps and Diagrams for Blind and Visually-Impaired People: Needs, solutions, developments. Ljubljana: International Cartographic Association.
Ungar, Simon, Blades, Mark, Spencer, Christopher (1998). Effect of orientation on braille reading by people who are visually impaired: the role of context. Journal of Visual Impairment & Blindness, 92, 454-463.
U.S. Department of Education (2001). The No Child Left Behind Act of 2001.
Warren, D. (1994). Blindness and children: An individual differences approach. New York: Cambridge University Press.
Williamson (1986). What geography students understand about maps. Paper presented at the Annual Conference of the British Psychological Society, Sheffield.
Wittenstein (1993). Braille literacy: Preservice training and teacher attitudes: Report of a national study. Unpublished doctoral dissertation, Teachers Colledge, Columbia University.
Yell & Shriner (1997). The IDEA Amendments of 1997: Implications for special and general education teachers, administrators, and teacher trainers. Focus on Exceptional Children, 30(1), 1-20.
Ysseldyke, J., Thurlow, M., McGrew, K., and Vanderwood, M. (1994a). Making decisions about the inclusion of students with disabilities in large-scale assessment. (Synthesis Report 13). Minneapols: National Center on Education Outcomes, University of Minnesota.
Ysseldyke, J., Thurlow, M., McGrew, K., and Shriner, J. (1994b). Rcommendations for making decisions about the participation of students with disabilities in statewide assessment program. (Synthesis Report 15). Minneapols: National Center on Education Outcomes, University of Minnesota.
Ysseldyle, Thurlow, & Shriner (1992). Outcomes are for special educators too. Teaching Exceptional Children, 25, 36-50.