本篇旨在探討提早入學學生之鑑定與安置過程中所可能面臨之問題，並以實例說明提早入學學生在入學後面臨的學習情況，及從特教行政的角度探討如何提供適當的措施，讓提早入學的學生在適當的安排措施下，能獲得良好的學習環境。本篇透過內容分析法探討特教行政的法令層面、相關研究文獻、特教新課綱及特教推行委員會等不同面向，嘗試為具有提早入學資格之個案提供一個最少限制的適性化學習環境，並希望家長在共同參與個案的課程活動過程中，不再將學習重點放在系統性、結構性的知識之上，避免個案因家長之態度而過於注重數學的知識，忽略自我探索及興趣、性向的可能性，影響未來潛能的發展。最後，並為目前的鑑定與安置提出四點建議。

In this paper, we discuss how to provide a student who has passed the early admission identification with appropriate services. Generally speaking, a teacher does not need to design any curriculum for a student who has passed the early admission identification. However, in this case, we found the student’s father pay too much attention to asking his son to learn math. In order to help the student and the father change this situation, we consult the Special Education Act, relative work, and use content analysis to develop a suitable curriculum. Then, we invite the father to participate in the Special Education Promotion Committee, and to discuss the curriculum design. We design the curriculum which includes a worksheet every week, so that the father and the student can work together and learn together. We hope the father would change his point of view and make his son have more possibility. Finally, we give Committee Responsible for Identification and Placement of Gifted and Disabled Students some suggestions on early admission to make it much better in the future.