本研究採問卷調查法旨在探討家長對特殊需求幼兒入國小一年級普通班所需準備能力的看法。在相關文獻理論依據下自編研究工具，並進行預詴建立其信效度。其中入學準備能力包括生活適應、動作、社會互動、認知、語言等五大領域能力。研究對象為臺中市地區幼兒園大班及小一特殊需求幼兒家長，共發265份問卷，有效問卷233份，問卷回收率為93%。其中包括幼兒園家長116份，國小一年級117份。研究結果摘要如下：
1. 在五大領域中，家長對語言、認知領域重要性排序較高，動作領域重要性相對最低。
2. 幼兒園大班家長於生活領域觀點之重要性高於國小家長；國小一年級家長在社會、語言領域觀點重要性高於幼兒園家長。
3. 不同家長個人背景包括教育程度、每月總收入、子女數等會影響家長對入學準備度的看法有顯著差異。

The purpose of this survey study was to explore parental perspectives regarding school readiness for young children with special needs in regular elementary classrooms. The validity and reliability of the survey questionnaire was established based on a review of literature as well as the results of a pilot test. Five domains of children’s ability in school readiness were examined: life adjustment, motor, social interaction, cognition, and language. Participants were recruited from parents of kindergarten and first-grade children with special needs in Taichung. The survey was sent to parents of 265 potential participants; 233 complete responses were received, yielding a 93% response rate. Among these participants, 116 were parents of kindergarteners, and 117 were parents of first-graders. Results were found as follows:
1. Among the five domains, parents ranked language and cognition as the most important domains, while motor was ranked as the least important domain.
2. The kindergarten parents had higher scores in the importance of life domains than the first-grade parents; the first-grade parents had higher scores on the social and language domains than the kindergarten parents.
3. Different backgrounds might have significant effects on the perspectives of school readiness, such as education levels, incomes, and total number of children.