臺北市國中長期有不同轉介為疑似學習障礙學生之來源，本研究以96學年度個案網路鑑定通報資料庫為基礎，分析比較三個轉介時程所得之疑似學習障礙學生及其後續鑑定結果之異同，這三種管道包括國小已鑑定、小六新提報和國中新提報。結果發現75%的疑似學障學生可以在小六升國中的轉銜階段被篩選出來，但仍有25%是進入國中後才第一次被篩選出來。三個轉介時程後續鑑定結果為確認學障、維持疑似學障及非特教生的比率分佈有顯著不同，進一步分析發現，國中新提報後續鑑定結果為確認學障者，其中發展性學障所佔的比率高於另外兩個轉介時程所佔的比率，而且，小六新提報與國中新提報後續鑑定結果為學業性學障者，其讀寫障礙以外的其他亞型所佔的比率高於國小已鑑定所佔的比率。基於此結果，本文針對國中學障鑑定之實務工作提出具體的建議。

This study investigated the differences among three groups of students who were suspected as learning disabilities (LD) in Taipei City database of identification of LD run by the Eastern Special Education Resource Center. These three groups are referred due to having been identified in primary schools, referred by the 6th grade teachers and referred by the secondary school teachers. We found that 75% of students suspected as LD were referred during transition from primary to secondary schools. However, there were still 25% of students suspected as LD first referred in the secondary schools. The proportions of LD, suspected as LD again, and normal students among these three groups after diagnosis and identification were significantly different. The proportion of students who had been identified as developmental LD to those who had been identified as LD in the third group was higher than proportions in the other two groups. Furthermore, the proportion of students who had been identified as LD with specific academic deficit in the second or third groups was higher than that in the first group, but LD students with dyslexia is an exception. The recommendations regarding the practice of identifying students with LD are made accordingly.