本研究主要目的在以研究者先前所建立的「身心障礙學生學習成果指標」來探討啟智學校智能障礙學生的學習成果，以及與智能障礙學生學習成果有關的因素。本研究採個案研究設計，選取北部一所啟智學校國中部三年級教師、學生、及家長共62人為研究對象，並以文件和檔案記錄、訪談、觀察、及問卷調查等方式蒐集資料。所得資料以SPSS統計套裝軟體進行百分比、平均數、和標準差的計算；至於訪談、觀察、以及調查表內有關描述性資料，則由研究者進行歸納整理，配合量化資料進行結果的分析和解釋。 研究結果發現：（1）啟智學校國中部三年級學生缺席率高於普通班學生，而且有二位學生長期未到校上課；（2）啟智學校國中部三年級學生學習表現情形較不理想，但在生活自理能力方面卻有明顯的進步；（3）啟智學校國中部三年級學生由於伴隨情緒行為問題，在情緒及團體適應能力表現較差。此外，本研究也歸納出與啟智學生學習成果有關的因素包括：個人、家庭、及學校三方面。 根據上述結果，本研究分別對於教育行政單位以及學校提出可行的建議。

This study was mainly to explore the learning outcomes of the students for the mentally retared school and factors related to these outcomes with the System of Learning outcomes Indicators of Disabled Students. The case study designs method was used, to collect data from 62 mentally retarded students, their parents, and special education teachers. By using documentation and archival records, interview, observation, and survey. Data was analyzed with percentage, means, and standard deviation. The findings of this study were as follows: (1) Mentally retarded students were found to have high rate of school absent and drop out. (2) They were also found to have low learning performance, but have good living skills. (3) They were reported to have difficulties in emotion and behavior management in their classes. (4) Students, their home, and schools were reported to be the crucial factors associated with learning outcomes of mentally retarded students. Therefore, recommendations were made in terms of administration and teaching.