本研究旨在探討學障學生自我概念發展變化的類型，採取次級資料分析，以特殊教育長期追蹤資料庫中 97、99及 100學年度填寫三波段學生問卷之 106位學障學生為研究樣本進行分析，透過二階段集群分析瞭解學障學生在自我概念發展的型態有哪些，並針對性別和安置類型兩個變項檢視分群後的自我概念發展變化情形。結果發現學障學生自我概念的發展趨勢變化可以分為「高自我概念」和「低自我概念」兩類，不同性別和不同安置類型的自我概念間的發展趨勢沒有顯著差異，僅有低自我概念的女生在 97到 99學年度的自我概念呈現顯著低落，安置於普通班的低自我概念學障學生也是在 97到 99學年度自我概念的發展呈現顯著低落現象。

The purpose of this study was to explore the categories of self-concept of students with learning disability. The data were collected from the Special Needs Education Longitudinal Study database. Of all students with learning disabilities, 106 who had completed questionnaires in three academic years (2008–2009 to 2011–2012) were targeted. The employed analysis methods included Two Step Cluster Analysis and two-way mixed design ANOVA. The results have shown: 1. Two categories have been suggested: “Low self-concept”, “high self-con-cept ”. 2. There were no significant differences in the trends of self-concept between gender and type of placement. 3. Only the girl with low self-concept categories and the students with low self-concept in regular class categories in the 97 to 99 school year showed a significant decline.