本研究旨在編製量表瞭解特教教師對特殊幼兒進入國小一年級資源班自我決 策與學校生活適應能力重要程度之看法。以宜花東、高屏地區國小資源班的特教 教師為研究對象，共計30 名。量表經由相關文獻及專家諮詢等內容效度檢驗後進 行預試，並以Cronbach’s α 係數考驗信度。研究結果顯示量表具良好信效度，根 據檢驗結果修訂後，自我決策量表：「獨立自主」、「自我管理」、「心理賦權」、「自 我瞭解」，學校生活適應量表：「常規適應」、「人際適應」及「學習適應」，全量表 共84 題，共七大向度，每一向度各設12 題。本自編「特教教師對特殊幼兒進入 國小一年級資源班自我決策與學校生活適應看法之問卷」將於未來進行大樣本調 查，以進一步確認教師看法並提供教師提升特殊幼兒自我決策與學校生活適應相關能力之資料依據。

The purpose of this study is to develop a questionnaire to understand special education teachers’ perspectives on self-determination and school life adjustment for young exceptional children entering first-grade resource classes. Thirty in-service special education teachers working in resource classes from Yilan and the Greater Kaohsiung Pintung area have been recruited for this study. The reliability of scale was examined through measurement of Cronbach’s α. A good reliability and validity was found. The total of eighty-four items across seven domains are established. Four domains of self-determination section are autonomy, self-regulation, psychological empowerment, self-realization, while the other three domains under the section of school life adjustment are routine adjustment, interpersonal adjustment, and learning adjustment. This self-made questionnaire will be utilized for larger sample investigation, and further gain teachers’ perspectives toward self-determination and school life adjustment for young exceptional children.