由於成骨不全患者的全身骨骼強度不足，容易脆弱斷裂。教師會因為擔心自 己沒有充足的知識和經驗來照顧成骨不全患者，而排斥教導成骨不全學生。因此， 教師的態度對成骨不全學生的學習成效扮演重要的角色。本研究之目的在於採用 問卷調查法，來探討國小普通班教師之人口統計變項、相關特殊教育背景、和外 在支持措施，對成骨不全學生的態度之影響。本研究收集到台中市5 所國小138 位普通班教師的問卷。本研究發現：教學策略支援、無特殊教育背景、無接觸經 驗等，會正向地影響國小普通班教師對成骨不全學生的態度；但當國小普通班教 師接受特教專業協助的程度愈高時，教師們對成骨不全學生的態度，反而越負向。 因此，對於沒有特殊教育背景、沒有接觸經驗的國小普通班教師，提供教學策略 支援，可以提高教師們對成骨不全學生的接受程度，但在協助國小普通班教師處 理成骨不全學生問題時，須注意到教師們擔心會被視為自身專業能力不足的心理 壓力。

Osteogeneesis imperfecta (OI) is a congenital condition with very fragile bone and the patients are extremely prone to fractures. General classroom teachers in primary schools are often concern about their knowledge and ability to care for students with OI and subsequently, they tend to resist in teaching them. Thus, the attitude of teachers plays an important role in learning effectiveness of students with OI. The purpose of this study was to investigate the effect of demographic variables, special education training, and external support system on the attitude towards OI students in general classroom teachers in primary school. A self-report questionnaire was administrated to 138 general classroom teachers from 5 primary schools in Taichung. The results showed that supporting teaching strategy, those without special education training and without working experience with OI students have positive influence on the attitude towards OI students. However, higher the acceptance with professional special education assistance for the teachers, more negative attitude toward OI students. Therefore, in those general classroom teachers without special education background or working experience with OI students, supporting teaching strategy can increase the acceptance for them. Nevertheless, the psychological stress of perception of professional insufficiency on those teachers should be addressed.