本研究的目的旨在探討智能障礙者學習大易輸入法的成效以及可能影響學習的因素。本研究以嘉義啟智學校高職部的十二位學生為研究樣本，採變動標準的單一受試研究法，進行九次的實驗教學，結果發現： 1. 智能障礙者能學會從鍵盤上輸入大易輸入法的四十個基本字根。 2. 十二位受試中有五位可以利用大易輸入法正確拆解常用字，其中三位還會類化到未教過的常用字。有兩位受試的學習速度比較慢，在五節課的教學之後只習得三字碼的拆碼。有兩位受試只學會二字碼常用字的拆碼。至於連二字碼都學不來的三位受試，在另一組字形結較明確的常用字的學習中，也能學習二字碼與三字碼之常用字的輸入。 3. 在字根學習部分，受試的智商較高或曾學習注音輸入法者，字根的輸入速度較快。在常用字輸入部分，原來對字根愈熟悉或在學習基本字根時能夠清楚地記住字根位置而輸入愈快的受試，比較容易學會利用大易輸入法來拆解常用字，此外如果曾經學過注音輸入法的受試，學習表現也較佳。再者，在學習過程中，愈能主動練習不怕錯誤的受試也比較能習得常用字的拆碼。另外，就常用字選擇而言，如果字形的結構較明確、所組成的字根是受試熟悉的，就比較容易為受試所學習。 4. 多數學生認為大易輸入法不會很難而且喜歡學習，全部的學生均表示喜歡由老師先教導輸入法的原則再利用電腦輔助教學軟體來練習。 本研究亦根據研究結果，提供老師教學與未來研究上的建議。

　　　　　The purpose of the study was to examine the effectivenss of teaching individuals with mental retarded to learn the Da-yi input method, and the related factors. Twelve 10th and 11th grade students in Chia-Yi school for mental retarded participated in this study. A single-subject-changing-criteria design was used. Results were summarized as follows: 1. the students can learn the basic partial of Da-yi quickly. 2. five of them could learn Da-yi to type as expected, but the others couldn't 3. the familiarity of partial, the speed of typing partial, and the experience of learning Phonetic Symbol input method were related to the effectiveness of learning Da-yi input method, and the clarity of the structure of the word may help subject to decode it into its partial. 4. most of them favored to learn Da-yi input. All of them preferred that at beginning, teacher taught the principle of input, then, they practice with CAI. The limitation of this study was that sample didn't include the students with other significant disabilities and the time of the instruction was not enough. There are some recommendations for the instruction and future research.