本研究的目的在調查國民中小學身心障礙資源班實施之參考指標。研究方法係採用德懷術意見調查。德懷術成員包括大專院校教授6名，學校行政人員(輔導主任、特教組長)17名、資源班教師17名、普通班教師10名，共計50名。研究者編定了「身心障礙資源班實施指標問卷」兩回合之調查。問卷內容分為七大項:行政支持、資源教師條件、鑑定安置與評量、課程與教學、支授服務、學習環境與設備、經營成效。根據第二回合之資料分析顯示，國中組與國小組在實施指標七大項的看法亦相當一致，認為「資源教師條件」、「課程與教學」是資源班實施成效的最重要的項目。七大項各子題依其重要性排予，可作為學校檢核資源班成效之參考。

　　　　　 The Delphi technique was adopted to study this issue. The purposes of the study were to draw a conclusion of the resource room program effectiveness indicators of the junior high school and the elementary school. The study executed two rounds questionnaire survey on 50 Delphi subjects. The results were as follows: 1.The junior high school and the elementary school resource room program effectiveness indicators have seven skeletons. In proper order of importance, these skeletons are the qualification of resource room teachers curriculum and instruction environment and equipment of learning identification, placement and assessment administration supporting supporting services and the outcomes of management. 2.The resource room effectiveness indicators between the junior high schools and the elementary schools didn't reveal the significant difference (p<0.5). Their opinions were very similar. 3.The subjects of the study included four positions, the scholars of colleges or universities, the administrative personnel, the resource room teachers and general education teacher. All of them hold the consistence of opinion in different skeletons, excepting Environment and equipment of learning.