本研究先實際評量花蓮地區包含醫院、教養機構及國小所附設學前特教班障礙幼兒合計62人，分析其語言能力表現與語言障礙情形;再進一步實地訪問調查此等學前特教班教師、家長與障礙幼兒，對語言學習需求的諸多反應。主要研究結果如下： 1.學前障礙幼兒大多數具有語言發展遲緩或語言明顯偏差的現象。其中，語言理解略佳於口語表達，錯誤構音較多則有:ㄘ、ㄓ、ㄒ、ㄊ、ㄕ、ㄑ、ㄈ等。 2.有關語言學習需求方面，障礙幼兒計有十九項，家長反應有八項，教師亦反應有八項。 根據研究所獲結果，提出五項具體建議以供參用。

　　　　　This study first appraised the language ability for a total of 62 disabled preschool children from hospitals, institutions, and schools in the Hualien area, then surveyed relevant school teachers, parents, and disabled preschool children themselves about their needs in the process of language learning. The major findings were: Majority of the disabled preschool children show the delayed language development, or the problems of language disorder. Among various abilities, these disabled preschool children perform better on lagnuage comprehension than on oral expression. Most articulational errors are related to Chinese phonemes, such as "ㄘ、ㄓ、ㄒ、ㄊ、ㄕ、ㄑ、ㄈ". Concerning the needs in language learning, there are a total of 19 suggestions raised by disabled preschool children, 8 by parents, and the other 8 from school teachers. Final results suggested five suggestions for future consideration.