背景與目的：參與是兒童的健康、福祉及教育的終極目標。運用參與量表可瞭解兒童參與之經驗及需求， 但如何作為特殊需求學童擬訂個別化教育計畫（individualized education plan, 1EP)之參考尚待探討。本個案報告 描述使用參與量表評估學童的生活參與、協助其自主選取參與目標，並將學童選取的參與目標轉化為IEP目標 的過程 <>個案描述：個案為兩位國小特殊教育學童、其家長與特教老師。由研究者使用「圖示我的參與」及《身 心障礙鑑定功能量表兒童版8.0版》進行結構式訪談，引導學童及家長設定參與目標，再與特教老師共同討論 將該參與目標整合入IEP目標並提出環境支持策略。結果：兩位學童皆能選擇想要改變的3至4個目標，特教 老師能將學童選取的目標和現有的1EP目標整合，並擬定實際可行的環境支持策略。結論：運用參與量表可以 協助兒童自主表達參與目標。未來尚需探討如何讓學童主動參與IEP計畫之擬定與執行，以提升學童之社會參 與及自我決策能力。

Background and Purpose： Participation is an ultimate goal of childrens health, well-being and education. Measures of participation provide information on a child s participation experiences and needs. Whether the resultvS of participation measures can be used to develop Individualized Education Plan (IEP) for studenrs with special needs is in need for further study. Tliis case report described the processes of using participation measures to assess participation of students with special needs, assist students and cheir parents in identifying participation-based goals, and then integrate the goals into the IEP. Case Description: Two students eligible for special education, their parents and teachers were included in this study. Tlie researcher used the Picture My Participation (PMP) and the Functioning Scale of the Disability Evaluation System 8.0 — Child Version (FUNDES-Child) ro interview with the students and parents and identify goals collaborarively. Tlie researcher then discussed with the teachers ro address tlic goals in the IEP and formulate supporting straiegics. Results： Both students were able to idenrify 3 ro 4 participation goals. Tlie teachers were able to form feasible strategics to address the childrens goals in the IEP. Conclusions: Using participation measures facilitates students to express participarion experiences and identify goals. Further investigation is needed to understand how to involve students actively in the IEP planning and implementation, and to promote rheir social participation and ability of decision making.