本研究旨在探討並比較不同背景的國小和國高中體育教師在指導八種不同障礙類別學生(情緒和行為異常障礙、輕度－中度智能障礙、中度－重度智能障礙、視覺障礙、肢體障礙、學習障礙、聽覺障礙和身體病弱)態度之關係。同時，也驗證此量表在我國的信效度。本研究有201位國小體育教師和254位國高中體育教師，填寫自Rizzo(l993)編撰的PEATID-III所改編的「體育教師指導身心障礙學生態度量表」。以描述性統計、皮爾遜積差相關分析、逐步多元迴歸分析、t檢定進行統計分析。研究結果發現：(一)國小體育教師方面達顯著相關之背景變項有：教過身心障礙者的教學年資、修過適應體育學分數和參加過適應體育研討會時數、教學經驗之品質評價和自覺能力；國高中體育教師則為教學經驗之品質評價和自覺能力。(二)國小體育教師指導身心障礙學生之最佳預測因子依序為：教學經驗品質的評價、自覺能力、教過身心障礙者的教學年資；國高中體育教師則僅有教學經驗品質的評價一頃。(三)國小體育教師對各項障礙類別學生之態度由正向到負向依序為：身體病弱、學習障礙、肢體障礙、聽覺障礙、輕度－中度智能障礙、視覺障礙、情緒和行為異常障礙、中度－重度智能障礙；而國高中體育教師依序為：身體病弱、聽、覺障礙、肢體障礙、學習障礙、輕度－中度智能障礙、視覺障礙、情緒和行為異常障礙、中度－重度智能障礙。

The purpose of this study was to examine and compare the differences of demographic attributes and attitudes of elementary physical educators and of high-school physical educators toward teaching students labeled emotional and behavioral disability, mild-to-medium mental disability, medium-to-severe mental disability, visual impairment, physical disability, learning disability, hearing disability, and physically unfit. The validity and reliability of the Chinese edition of the Physical Educators' Attitudes Toward Teaching Individuals with Disabilities III (PEATID III; Rizzo, 1993) were evaluated. Participants (N=455) were elementary and high school physical educators (201 vs. 254). All the data were analyzed through descriptive statistics, Pearson product-moment correlation, stepwise multiple-regression procedures, and t-test. This study resulted in the following three findings. First, for the physical educators of elementary school, the significant demographic attributes were the experience of teaching disabled students, adapted physical education courses and seminars, quality rating of teaching experiences, and perceived competence; and for the physical educators of high schools, the quality rating of teaching experience and the perceived competence were significant. Second, for the physical educators of elementary school, the quality rating of teaching experience was the most significant predictor of favorable attitudes, perceived competence was the second, followed by the year of teaching physical education; and for the physical educators of high schools, the quality rating of teaching experience was the only significant predictor of favorable attitudes. Third, both groups of teachers showed more acceptance of the individuals with physical unfitness, learning disability, physical disability, and hearing disability, than individuals with mental disability, visual impairment, and emotional and behavioral disabilities.