102學年度國民教育階段有85%的障礙學生在普通班就讀，這群障礙學生的受教成果如何？本研究旨在探討國中階段障礙學生在融合教育下學校適應與校園滿意的情形，不同背景學生在學校適應與校園滿意的差異，以及校園滿意與其適應情形的關聯。研究資料係取自特殊教育長期追蹤資料庫所釋出的97學年度國中階段問卷，包含分布於北、中、南、東地區安置在普通班與資源班的障礙學生資料，共有七年級1,213人與九年級952人，以學生問卷與教師問卷的部分題項進行描述性統計、t考驗、重複量數變異數分析、單因子變異數分析與積差相關。研究結果如下：一、學校適應中，學業是所有障礙學生最主要的適應困難，同儕關係次差，再其次是師生關係。常規適應為所有學生表現最佳的向度，自我適應為次佳，二者均在適應佳的範圍。整體校園滿意度尚佳。二、學業適應以智障生最顯困難，學障生次之。三、同儕關係以自閉症學生的困難較突出。四、常規適應中，情障生最顯弱勢，其次為智障與學障生。五、自我適應中，九年級情障與學障生較困難。六、師生關係以九年級情障與學障生較差。七、校園滿意中，九年級情障與學障生的滿意度較低。八、年級比較，顯示九年級的師生關係不如七年級生，其他各向度無顯著差異。但不同安置的比較發現，七年級除自我適應、師生關係及校園滿意外，九年級除了自我適應外，所有向度顯示安置普通班的現況均優於資源班。九、自我適應、師生關係及同儕關係的好壞，對校園滿意具有影響，但學業適應與校園滿意無顯著關聯。

Purpose: In 2013, 85% of all students with disabilities attended regular classes in compulsory education in Taiwan. What were the educational outcomes for these students? We explored the school adjustment and campus satisfaction of students with disabilities in junior high schools; the differences of the school adjustment and the campus satisfaction of the students with disabilities from grades, placements and categories of disabilities; furthermore, the association between campus satisfaction and adjustment conditions of the students was also evaluated. Methods: The data were extracted from the junior high school questionnaires of the 2008 school year of the Special Needs Education Longitudinal Study database. The questionnaires were completed by teachers and students and were analyzed using descriptive statistics, a t test, a repeated measures analysis of variance, and Pearson correlation. All student samples (1,213 students in the seventh grade and 952 students in the ninth grade) attended regular classes or received additional resource classroom programs in Northern, Central, Southern, and Eastern Taiwan. Results/ Findings: (a) Regarding school adjustment, the main difficulty for all students with disabilities was in academic dimension. The second difficulty was in peer relationships, followed by teacher-student relationships. Students exhibited the most favorable performance in following regular school rules. Self-adjustment showed the second-most favorable results. Overall, campus satisfaction was adequate. (b) Regarding academic dimension, students with intellectual disability (ID) exhibited substantial difficulties, followed by students with learning disability (LD). (c) In peer relationships, the most prominent difficulties were exhibited by students with autism spectrum disorder . (d) Regarding following regular school rules, the most severe difficulties were exhibited by students with emotional and behavioral disorders (EBD), followed by students with LD and ID. (e) Regarding self-adjustment, the students with EBD and LD in the ninth grade exhibited the least favorable performance. (f) Regarding teacher–student relationships, the students with EBD and LD in the ninth grade exhibited the most difficulties. (g) Regarding campus satisfaction, the students with EBD and LD in the ninth grade showed the least satisfaction. (h) Comparing grades, the students in the ninth grade exhibited a less favorable performance than those in the seventh grade regarding teacher–student relationships, but no substantial differences in each of the other dimensions. Based on a comparison of the placements, the results demonstrated that the school adjustment and campus satisfaction of students attending regular classes was superior to that of those receiving additional resource classroom programs, in addition to self-adjustment, teacher-student relationships, and campus satisfaction in seventh grade students. Results were identical for ninthgradestudents, in addition to self-adjustment. (i) Self-adjustment, teacher–student relationships, and peer relationships had a moderate impact on campus satisfaction, but no substantial association was observed between academic performance and campus satisfaction. Conclusions/Implications: The study indicated that students with disabilities were satisfied with the current situation of inclusive education.