本文旨在瞭解臺北市高中職普通班教師對融合教育態度之調査研究，並探討 不同背景變項的教師對融合教育態度之差異情形。本文採用問卷調査法，以任教班 級中有身心障礙學生之普通班教師為研究對象，研究結果主要發現：一、普通班教 師對融合教育呈現正向積極態度，平均得分由高至低的順序為「情意」、「行為 傾向」、「認知」向度。二、就年齡而言，30歲以下教師整體態度較41歳以上教 師積極。30歲以下教師態度在「認知」向度較31-40歲以及41歳以上積極。三、就 特殊教育背景而言，已修習特殊教育3學分或特教知能研習54小時以上教師態度在 「行為傾向」向度較從未參加過任何特教相關研習或活動教師積極。四、就任教學 生障礙類別而言，教導肢體障礙、身體病弱、多重障礙以及其他顯著障礙教師態度 在「情意」向度較教導情緒障礙教師積極。最後根據本文結果提出建議，以提供主 管教育行政機關、學校行政單位、普通班教師，以及未來研究之參考。

This study aimed to understand regular teachers’ attitudes towards inclusive education ie senior high schools and vocational high schools in Taipei and to compare the discrepancies from regular teachers with different backgrounds varieties. Questionnaire survey was adopted, and regular class teachers with students with disabilities were selected as research subjects. The major findings of this study were summarized as follows:
1. Regular teachers1 attitudes towards inclusive education in the senior high schools and vocational high schools in Taipei were positive. "Affection” was the dimension with the highest scores, followed by ”Action tendency” and ”Cognition”.
2. For age variable, teachers below 30 years old had more positive attitudes towards inclusive education than those more than 41 years old. And teachers below 30 years old had more positive attitudes towards inclusive education in ”Cognition” than those 31-41 years old and more than 41 years old.
3. For special education background, teachers who had studied three special education credits or attended the special education study program more than 54 hours had more positive attitudes towards inclusive education in ”Action tendency” than those who had never attended any special education study program or activity.
4. For categories of students with disabilities, teachers teaching physcial disabilities, health impairment students, multiple disabilities and other significant disabilities had more positive attitudes towards inclusive education in "Affection” than those teaching students with emotional disorders.
Based on the above findings, the researcher addressed some specific suggestions for the education administration, school administration, regular teachers, and the future study.