協助學習障礙學生克服學習困境通常是教師的首要任務，然而他們在校園裡關於學習以外的需求也同等重要，像是與人互動、常規服從、自我認識，以及這些困難狀況如何獲得解決。因此，本研究即以質性訪談方式了解四位學習障礙學生的學校適應情形、影響因素及因應策略。

Normally, teachers’ prior task is to help the students with learning disorder overcome the problems in learning. Nevertheless, their non-learning demands on campus are equally important, including interaction, discipline observance, self-recognition, and the ways of solving the problems in these aspects. Therefore, this study adopts the qualitative interview to explore how the four students with learning disorder adapt to the school, the factors influencing their adaption, and the countermeasures.