本研究目的為探討特殊教育教師對特殊幼兒進入國小一年級之自我決策與學校生活適應的觀點，以宜花東、高屏地區國小不分類身障類資源班之現場教師為研究對象。採用問卷調查法，研究工具為自編量表，並依據相關理論、預試等過程建立其信效度，總計發出問卷250份，回收有效問卷199份，有效回收率約79.6%。研究結果如下：一、特教教師對特殊幼兒進入國小一年級之自我決策與學校生活適應的重要程度得分，皆介於「重要」至「非常重要」之間；二、特教教師對自我決策的觀點重要程度排序為「獨立自主」、「自我管理」、「自我瞭解」及「心理賦權」；特教教師對學校生活適應的觀點重要程度排序為「常規適應」、「學習適應」及「人際適應」；三、特教教師個人背景部分，不同年齡之教師在「自我瞭解」、「學習適應」及「人際適應」的觀點有顯著差異；不同服務年資之教師在「自我瞭解」的觀點有顯著差異；不同性別、任教地區、教師身分、教育程度、專業背景之教師的觀點皆無顯著差異；四、特殊幼兒背景部分，所任教幼兒療育服務之不同，其教師在「獨立自主」、「人際適應」、「自我管理」及「心理賦權」的觀點有顯著差異。最後，本研究針對研究結果對教育工作者、相關單位、未來研究提出建議。

The purpose of this study was to investigate the perspectives of special education teachers on self-determination and school adjustment for young children with disabilities entering first-grade. Participants were recruited from in-service special education teachers working in resource classrooms in Yilan, Hualien, Taitung, Kaoshiung and Pintung. The selfmade questionnaire was used for the tool of this survey study. Reliability and validity were ensured through use of theoretical frameworks and pilot study. A total of 250 questionnaires were sent out, and 199 valid questionnaires were returned, yielded a response rate of 79.6%. The results revealed as follows: 1. special education teachers’ perspectives on self-determination and school adjustment for young children with disabilities entering first-grade resource classes fell between “important” and “very important”; 2. these teachers ranked the importance of four domains of self-determination as: autonomy, self-regulation, self-realization, and psychological empowerment, while ranked the importance of three domains of school adjustment as: regularity adjustment, learning adjustment, and relationship adjustment; 3. teachers of different ages had significantly different perspectives on self-realization, learning adjustment, and relationship adjustment, while different numbers of teaching experiences had significantly different perspectives on self-realization. There were no significant differences between teachers’ perspectives with regard to gender, geographic location, teacher status, level of education, or professional background; 4. different therapy services children received had significantly different perspectives on autonomy, relationship adjustment, self-regulation, and psychological empowerment. Implications of the findings will be discussed.