基於教育機會均等和及早介入的理念，本研究以教師的觀點探討弱勢學生在學校的適應困難與各項補救教育的經驗，弱勢學生指環境不利因素所致的弱勢，包括單親、隔代教養、貧戶、沒有戶籍、僑生、原住民、駐外返國、大陸來台、父母之一為外國人、受虐兒等十類。依據適應困難的相似度大致可分家庭環境不利、文化殊異、原住民等三類弱勢學生，這三類的適應困難類型有所不同，反映其不同的補救教育之需求。行政推動的補救教育方案的普及率低於教師採用的補救策略，廣被推動的補救方案實施比率不到兩成，包括課後補救、社團輔導、小團體輔導、學習困難資源班，而教師採用的策略卻多在五成到二成之間，給予學生鼓勵、設法讓學生接納、提供個別教學與輔導、刻意安排座位等。然而廣被運用的方案不一定成效較佳，有效的策略也不一定費力，給予鼓勵支持即為一例。

　　　　　This study surveyed the experience of teaching disadvantaged students from 838 teachers taught in compulsory education stage. Three major categories of disadvantaged students were concluded from ten kinds of disadvantaged cases found in schools: family disadvantaged, cultural disadvantaged, and aboriginal students. The implementation of the remedial strategies in the class was more frequently reported by teachers than the school-wide implementation of remedial education programs. Remedial instruction after school, extracurricular club, and group counseling were the highest implemented programs in school-wide remedy, and encouraging students, helping students accepted by peers, individual help or tutoring, and intended arrangement of the seat in the class were highly used by teachers in the class. However, the frequent-used remedial programs or strategies were found not necessary to be more effective, and the most effective one is not necessary to be time- or effort- consuming. The recommendations of remedial education programs in Taiwan were made on the basis of the findings.