本研究旨在運用多向度注意力測驗完整分析注意力缺陷過動症、學習障礙、輕度智能障礙與普通學生等四種不同團體學生在注意力表現之差異，以作為教育及醫療臨床工作者後續採用教學策略或訓練計畫之參考依據。研究結果如下：（1）雖然本研究三種特殊需求學生之整體注意力表現均較普通學生差，但學習障礙學生之分配性注意力表現與普通學生無異、（2）注意力缺陷過動症學生於集中性、持續性、選擇性、交替性與分配性等五種注意力向度均產生缺陷、（3）學習障礙學生分別於集中性、持續性、選擇性與交替性等四種注意力向度產生缺陷，且交替性注意力之表現與其他三種團體學生均達顯著差異，為本研究交替性注意力缺陷最嚴重之學生團體、（4）智能障礙學生在集中性、持續性、選擇性、交替性與分配性等五種注意力向度產生缺陷，且選擇性注意力之表現與其他學生團體均達顯著差異，為本研究選擇性注意力缺陷最嚴重之學生團體。

The purpose of this study is to clarify the difference of attention performance among four groups of students, including attention deficit hyperactivity disorder, learning disorder, mental retardation, and regular students. The results of this study could offer clinic workers of education and medical as useful reference, which related to follow-up attention teaching strategies or attention training plans. These results including: 1. Although whole attention performance of all kinds of students with special needs in this study was worse than regular students, students with learning disorder showed normal divided attention ability. 2. Students with attention deficit hyperactivity disorder showed four dimensions of attention deficit, including sustained attention, selective attention, alternating attention, and divided attention. 3. Students with learning disorder showed four dimensions of attention deficit, including focused attention, sustained attention, selective attention, and alternating attention. And the alternating attention deficit of students with learning disorder was worst among all groups of students in this study. 4. Students with mental retardation showed attention deficit in all five dimensions, also, the selective attention deficit of students with mental retardation was worst among all groups of students in this study.