本研究旨在探討高級職業學校特殊教育實驗班學生之學習態度及可能影響其學習態度之相關因素。為達研究目的，首先進行文獻探討，進而以自編之『高級職業學校特殊教育實驗班學生學習態度問卷』與購得之『圖形式智力測驗』、『學習適應量表』等為研究工具，研究對象抽樣八十五學年度在學之高級職業學校特殊教育實驗班學生其二百零九人，獲得有效樣本計一百九十六份，繼而應用次數分配、百分比、平均數、標準差、一個母數的ｔ考驗、單因子變異數分析、皮爾遜積差相關、薛費法等進行統計、分析及比較後，獲致下列結論：
一、整體言，高級職業學校特殊教育實驗班學生具有正向學習態度。
二、高級職業學校特殊教育實驗班學生之智力、學習適應能力、父母親的教養態度、所感知學校教師對特教班學生的看法、所感知同校學生對就讀特教班學生的看法等，與其學習態度均有顯著正相關。
三、在個人因素方面，高級職業學校特殊教育實驗班學生因性別、智力、學習適應能力、就讀年級別之不同而有差異；惟不因就讀前之學歷不同而有差異。
四、在家庭因素方面，高級職業學校特殊教育實驗班學生因家庭社經地位、父母親的教養態度之不同而有差異；惟不因父母親之教育程度、父母親之職業不同而有差異。
五、在學校因素方面，高級職業學校特殊教育實驗班學生因就讀類科、學校所在地、學生所感知學校教師對特教班學生的看法、學生所感知同校學生對就讀特教班學生的看法之不同而有差異。

The purpose of this study was to explore the learning attitudes and its relating factors of the special education experiment class students in vocational senior high school.
For the purpose of the study, the study used the literature review as the basis of theory, and used questionnaire survey to collect data. The instruments of this study include learning attitude questionnaire, graphic intelligence test and learning accommodation inventory. Subjects were 196 students of the special education experiment class in 7 schools. Data were analyzed by frequency distribution, mean, standard deviation, t-test, one-way ANOVA, and Pearson product moment correlation.
After data analysis, the results can be drawn as following:
1. Totally speaking, students have the positive learning attitudes.
2. The intelligence, ability of learning accommodation, style of family education, perception of the other students' feeling to the experiment class students were significantly positive correlate to the learning attitudes of the students in the special education experiment class.
3. In terms of personal factors, learning attitudes of students who are different in gender, intelhgence, ability of learning accommodation, and grades are significantly different.
4. In terms of family factors, learning attitudes of students who are different in social-economic status, style of family education are significantly different.
5. In terms of school factors, learning attitudes of students who are different in course, location, perception of the teachers' feeling to the experiment class students, perception of the other students' feeling to the experiment class students are significantly different.