本研究旨在探討臺北市國小啟智班學生父母對父母參與子女教育之態度、參與情 形以及參與需求。 採調查研究法，以自編「父母參與調查表」蒐集臺北市國小 222 名啟智 班學生父母、512 名普通班學生父母、112 名啟智班教師的意見。所得資料以單因子多變項 變異數分析、單因子多變項共變數分析、典型相關加以處理。 本研究的主要發現如下： 1. 啟智班和普通班學生父母及啟智班教師均對父母參與持正向的基本態度，但教師對父母的參 與意願和能力持較負向的看法。 2. 啟智班學生父母在實際的活動參與、參與內容、參與方 式及其參與需求均和普通班學生父母有所差異。啟智班學生父母對子女在家的教育活動參與 較多，最經常透通家庭聯絡簿、電話、及父母接送孩子時和老師聯擊，最關切和孩子學習相 關的內容。同時，他們希望能多利用各種便捷的方式在子女教育上有更多和更廣泛的參與， 尤其希望多與教師溝通和參與學校經常性的活動。 3. 啟智班學生父母的參與情形主要和父 母的教育程度、壓力、及對參與的基本態度等因素有關。

　　　　　The purpose of this study was three-fold:(1) to examine whether parents who had children with or without intellectual disabilities would differ from special education teachers in the attitudes toward parent participation; (2) to investigate the curent status of involvement and needs expressed by parents who had and who had not intellectual disabilities; (3) to explore the factors which might be related to parental participation. Totol of 222 parents of intellectually disabled children, 512 parents of nonhandicapped children, and 112 special education teachers at the primary schools were surveyed with a self-designed questionnaire. Parents of intellectually disabled and non-disabled students and special education teachers expressed positive attitudes toward parent participation. However, special education teachers, comparing with parents of intellectually disabled students, were found to show significantly more negative attitudes in terms of parents' willingness and ability. Parents of intellectually disabled students were found to involve more with their children's learning activities at home, expressed more concerns with their child's learning, more enthusiastic and willing to involve in school activities and collaborate with special education teachers. It was also found that the attitude toward parent involvement of special education teachers was related to their professional background and the actual involvement of parents with intellectually disabled students was mainly associated with parents' education, stress, and attitudes toward parent participation.