本研究探究身心障礙學生（以下簡稱身障生）在大學學科能力測驗（以下簡稱學測） 表現的差異情形及影響因素。本研究採用 100 學年度「特殊教育長期追蹤資料庫」，分析 全國身障生學測結果及影響因素，有效問卷為 416 份。研究問題之探究分別以描述統計、 關聯性平均數、多元迴歸分析和路徑分析等方法分析。研究結果如下： 一、身障生在學測中以社會科表現最佳，接續為國文、自然、數學，英文科表現最差。 二、各障別學測總表現有明顯差異（F = 4.79）；表現最佳為語言功能障礙（β = .01; p < .05），而心智功能障礙表現較為低落（β = -.26*; p < .05）。 三、教師教學困難（β = -.24*; p < .05）與家長教養困難（β = -.14; p < .05）及其學生學習 困難（β = -.12; p < .05）上的感知，皆受到學生障別影響；而不同障別在家長照顧壓 力的感受上則沒有差異。 四、心智功能障礙學生家長遭遇較多教養困難（β = .22; p < .05）及照顧壓力（β = .17; p < .05），間接影響學測表現（β = -.20; p < .05），此顯示本研究所納入的中介變項是重 要且具有意義。 依研究結果建議提供身心障礙家長親職協助，特別是心智功能障礙類的家長在教養與 照顧上的支持。最後亦提出政策與研究等各項具體建議。

This study investigate the differences and influencing factors of Subject Competence Test performance (SCT) between exceptional students, and further examined whether such factors affected students’ learning performance on SCT. The study analyzed the questionnaires was preceded by Special Needs Education Longitudinal Study (SNELS) in 2011. By combining students’ codes and data of their parents and teachers, this study obtained 416 valid samples. Through descriptive statistics analysis each different background rate and who were exceptional high school senior students on SCT performance. By correlation coefficient analysis the relation between different disabilities, the mediator and the performance of SCT, and using multiple regression analysis and path analysis to discuss the cause of exceptional high school senior students on SCT performance. The results of this study were four as follows: 1. The best performance is Society and the worst is English, in between are Chinese, Science, and Mathematics which the performance of exceptional high school senior students on SCT. 2. There is significant differences perform (F = 4.79) between different disability, generally, the best performance is who were Speech and language impairments (β = .01; p < .05), the worst were mental and intellectual disabilities (β = -.26; p < .05). However, only five samples in this research so it could be an over-valuations. 3. The category of exceptional students were influenced by teachers’ teaching challenge (β = -.24; p < .05), parents’ raising difficulties (β = -.14; p < .05) and students’ learning difficulties (β = -.12; p < .05), however it was no differences in parents’ caring stress. 4. The parents of mental and intellectual disabilities who had more raising difficulties (β = .22; p < .05) and caring stress (β = .17; p < .05) is lead to worse result on SCT. The mediator included in the analysis of the study is important and significant. According to the result of this study, the parents of students with special needs, especially the mental and intellectual disabilities need to support for their parenting work. It proposed specific recommendations for educational practiceners, further research and education policie makers, in addition to providing reference to educators or researchers in the future .

身心障礙學生；大學學科能力測驗；特殊教育長期追蹤資料庫

Students with special needs；Subject Competence Test (SCT)；Special Needs Education Longitudinal Study (SNELS)