本研究主要目的在探討目前國內尚未受到重視之殘障資優學生的教育問題，藉由了解其身心特質，以為未來資優生篩選或鑑定之參考，並做為安置與教育方案設計的依據。研究對象包含17名視障資優生、33名聽障資優生、26西肢障資優生與5名學障資優生，採資料收集、問卷調查、個案晤談及訪問等方式進行路究。使用之工具包括簡式(甲式)中華兒童智力量表、賴氏人格測驗、兒童自我態度問卷、學習行為觀察量表、對「殘障」態度量表、及自編自我了解問卷與訪問調查表。所收集之量化資料採次數、百分比、t考驗、單因子變異數分析等方式處理，並對部分不宜量化與特殊個案的資料以質的方式進行分析。主要發現為: (1)殘障資優生大多在普通班或資源教室就讀。其年齡越大，被發現的機率越低，且以學障資優生較不易被教師發掘與推薦，其各項能力評量表現亦普遍較低;(2)不同性別與類吸的殘障資優生在出生體重、父母親年笭與生受試時之年齡上皆正常;(3)本研究發現之殘障資優生的殘障程度多為中重度及全殘者，其成因以後天性居多。聽障資優生家庭成員亦有聽障者佔21%，且除學障資優生外，其餘三類殘障資優生各約有12%至23%在生長過程中罹患過生理疾病;(4)各類殘障資優生的智力有個別內在差異存在，聽障資優生的常識與類同能力較差，視障資優生連環圖系能力最差;(5)殘障資優生的資優特質中，以學習精神佳，學科鍋藝能科表現優、主動學習、理宗力強與研究報告能力較差等五項較為普遍;(6)聽障、肢障與視障資優生對自身殘障均能接納，且能積極向上;(7)國小殘障資優生在自我態度問卷的表現，男、女生與全體受試在能力成就、人格特質及總量表上均較常模學生佳，且女生與全體受試在外界接納分量表的表亦較常模學生佳(8)國小聽障與視障資優生在自我態度問卷的能力成就、人格特質及總量表上均優於常模學生，且視障生在外界接納的表閱高於常模，而聽障資優生在身體特質分量表的表現亦優於常模;(9)國高中資優殘障生的人格特質偏內向，活動性較弱、服從性略高、較具內在思考傾向。社會適應性尚可，稍偏向客觀、可協調、且攻擊性不高。在情緒穩定性上，抑鬱性較高且變異性略高，而自卑感較低，唯不論男女或不同殘障類別均有個別內在差異存在。研究者並依據所得結果提出若干建議，以為未來殘障及資優教師做為教學與輔導之參考依據。

　　　　　 The main purpose of this study was to explore the characteristics of the gifted handicapped as a reference for the identification both of their giftedness and handicap and planning the suitable individualized educational program as well. Subjects include 17 gifted students with hearing impairment, 33 gifted students with visual impairment, 26 gifted students with orthopedic impairment, and 5 gifted learning disabled. Data gathered through questionnaire, interview, direct observation, and standardized instruments and analyzed by both qualitative and quantitative methods. The main findings were: (1) most of these gifted handicapped were placed in the regular settings and some received resource room services. The older the age, the hander to be defined as giftedness. Gifted learning disabled students were the hardest to be referred and labeled as gifted by their teachers. Also, their abilities evaluated in this study were lower than those of the others; (2) about 21% of the family members of the hearing impaired gifted also acquired the hearing impairment. Except the learning disabled, the other three kinds gifted handicapped had about 12% to 23% acquired physical deseases during their growth period; (3) Intraindividual differences were shown on the intelligence among these four types of gifted handicapped; (4) The more popular characteristics among these gifted handicapped were good learning attitude, excellent performances on the academic or arts subjects, automatic learning, strong comprehension ability and fair ability on research paper; (5) The gifted handicapped could accept their disabilities and Showed positive self concept; (6) The male, female, and total elementary level subjects' performances on the subscales of "abilities and achievements" and personality characteristics" and the total scale of the Self-Attitude Questionnaire were better than those of the norm sample. In addition, the female and total subjects' performances on the subscale of "outside world acceptance" were also better than those of the norm people; (7) The elementary hearing impaired and visually impaired gifted students' performances on the "abilities and achievements" and total scale of the Self-Attitude Questionnaire were better than those of the norm sample; (8) The junior and senior high gifted handicapped' personality characteristics were introversive-oriented. Their social adaptability was normal and their emotional stability was lower with higher anxiety and variability. The researcher made some suggestions for both teachers of the gifted and the handicapped in teaching and guidance of the gifted handicapped.