教師的職責在應用最經濟有效的方法，提高學生的學習動機與成效。資料導向決策就是以現在蒐集到的資料(包括學生本身過往資料和外在趨勢分析)決定未來方向，NCLB(The No Child Left Behind Act of 2001)法案更是一再強調資料導向決策(Data-Driven Decision Making, DDDM)的概念，不僅企圖藉由科學實證的研究來確保NCLB政策的有效性，更希望藉此落實教育績效責任，提升學校教育效能與實現教育目標。對於在普通班就讀的學生中有許多特殊需求學生，他們在一般教育的學習環境中，較不能發揮潛能展現優勢能力，以致能力被埋沒了。高中身障生均安置於普通班，他們需有特別的協助與支援，運用有效教學、輔導策略，使他們的潛能獲得充分的發展。
　　本文透過文獻探討，綜合輕度障礙學生的學習特徵與資料導向決策教學的特徵，可以發現資料導向決策教學對身障生而言是一種有效的教學方法，並進而提出相關研究計畫、方法與程序，供未來制定政策與後續相關研究參考。

　　The teachers are responsible for improving student's motivation and effectiveness by applying the most economical and effective methods. Data-driven decision making decides future directions according to the collected data (which includes historical data itself and external trend analysis). The NCLB Act also repeatedly emphasizes the concept of Data-Driven Decision Making (DDDM), in order to ensure the effectiveness of NCLB policy through scientific empirical research, and implement educational accountability as well as to enhance the effectiveness of school education and achieve educational goals. The students with special needs who enrolled in regular classes often meet difficulties developing their potentials and showing their capacities. In high schools, physical and psychological challenged students are usually placed in regular classes where they cannot easily get special assistance or support, or even effective instruction or counseling strategies they need to fully develop their potentials.
　　Combining the learning characteristics of physical and psychological challenged students and the characteristic of data-driven decision making instruction through the document research, we found that the data-driven decision making instruction is an effective teaching method for the physical and psychological challenged students. The research provides further relevant research plans, methods and procedures for future researches.