背景與目的：校園無障礙活動動線是身心障礙學生能夠參與各項學校教學活動的重要條件，也是融合教育能夠實行成功的基本要素。本研究目的為以宜蘭縣國中小學為例，探討身心障礙學生在校園內活動動線的現況與問題。方法：以宜蘭縣行政區分層取樣，共計13所國小和12所國中接受調查研究。研究工具為以身心障礙學生在校活動的可及性為原則，並參考現行各國訂定之無障礙環境法規標準，所自制之校園無障礙物理環境檢覈表，以及配合檢覈所需用之十公尺長米達尺、水平儀與數位相機。本研究針對所調查之學校，實際以該校身心障礙學生在校參加室內外教學活動所需行經之動線進行一校一天之實地勘查與檢覈。本研究測量變項為身心障礙學生在校活動的室內和室外之動線的各項規格是或無符合無障礙檢測標準，並使用百分比與計數之敘述型統計分析。結果：本研究所檢覈25所學校中，無任何一條通路完全符合校園無障礙檢覈標準。本研究所檢覈的室內通路與室外通路之寬度達90公分以上標準者，分別各佔所檢覈動線之97.4%與97.0%；但動線通路能符合動線中不繞遠路、無高低差、淨寬大於90cm、且鋪面堅硬平整之無障礙標準的只佔30.0%。結論：宜蘭縣國中小學校園僅有少數學校之部分動線達到活動的可及性；身心障礙學生參與學校各項教學活動面臨嚴重的物理環境障礙。

Background and Purpose: An educational barrier-free environment is important for students with special needs to fully participate in all appropriate school activities. It is also a basic element to meet the requirements of an inclusive education. Although educational barrier-free environment is quite common in developed countries, the educational barrier-free environment in Taiwan is not well established yet. The purpose of this study was to investigate the accessibility of mobility in schools for students with special needs, using the elementary and junior high schools in I-Lan County in Taiwan as an example. Methods: Thirteen elementary and 12 junior high schools in I-Lan County were investigated. The passways that students with special needs have to go through while participating in all kinds of school activities were investigated via a self-designed checklist of the standards of the educational barrier-free environment. The checklist was developed and based on accessibility of mobility in school and regulations of the barrier-free environment in Taiwan and other countries. Results: All investigated schools in I-Lan County failed to fully meet the standards of the educational barrier-free environment. There were 97.4% and 97% of schools that met the barrier-free criteria of the pathway being wider than 90cm for indoor and outdoor passways, respectively. Only 30.0% of schools met all 4 barrier-free criteria, including not round about, no curb, pathway being wide than 90 cm, and smooth ground surface. Conclusions: Only a few passways that students with special needs passing through during the school day met our barrier-free standards in the elementary or junior high schools of I-Lan County. Students with special needs would not likely being able to fully participate in all kinds of school activities while facing these environmental barriers.