本研究目的於探討研究國民中小學特教班教師在社區本位教學之相關情形，正式研究對象計有1035位國民中小學特教班教師，任職國民中學有519位，任職國民小學有516人。本研究工具是由研究者參照Robert(1996)社區本位教學態度之向度架構，自行編製而成滿Cronbachα信度和建構效度均為良佳。本研究背景變項計有教育服務階段、性別、特教服務年資、年齡、是否具特教專業證照、學歷、學校規模、特教班成立年數及合格特教教師比率。資料以多變項變異數分析、多元迴歸分析、集群分析及區別分析等方式進行統計分析，統計分析軟體是為SPSS for window。 在社區本位教學態度在總量表上，具特教專業者明顯高於未具教專業者、學校模6-12班明顯高於13-36班、6-12班明顯高於50班以上、高合格特教教師比率組明顯高於低點格比率組、中合格特教教師比率組明顯高於低合格組。 不同相關背景變項對社區本位教學(CBI)態度對迴歸分析，總量表之迴歸預測在決定係數上，CBI使用情佔.2%、CBI教學方式佔1.7%、CBI主導決定層面佔0.9%、是否具特教專業站0.7%、對CBI行政支持情形佔0.6%、進行CBI時辦理意外保險佔0.4%、學歷佔0.4%，整體共計7.9%的預測解釋量。 在區吸分析中，不同相關背景變項高、中要專業能力三集群之正確區別率為98%，對高、中、低行政支持三群之正確區別率為98.1%、對高、中、低理念成果三集群正確區別率為97.4%，對高、中、低阻隔因素三集群之正確區別率為96.3%，對高、中、低社區資源三集群區別率為96.8%。 除針對本研究木加以討論外，並提出若干在教學上，行政上及進一步研究的建議。

The purpose of the study was to examine the attitude of community-based instruction on teachers of special class of elementary school and junior high school, in Taiwan. On the survey study, the subjects were 1035 teachers of special class in elementary and junior high school in Taiwan. They completed the community-based instruction (CBI) questionnaire. On the attitude of v, there were significant differences of certification on special education, school age, the ratio of certificated teacher of special class on the total scale of CBA. The regression analysis of the related background variables on the CBI attitude. For total subject, the total predictability was 7.9% on the related background variables which entering the regressional equation to the total scale of CBI. In the discriminative analysis, we obtained the discriminative power to related background variables were 98%, 98.1%, 97.4%, 96.3%, 96.8%, for the high, idle, low cluster of the profession ability, administrative support, belief outcome, barrier, community power/parent involvement of CBI.