本研究採用問卷調查法探討家長與教師對普通班一年級聽覺損傷學生入學準備能力的看法，包括對入學準備能力重要性與具備程度之看法。研究對象包含聽損學生家長124位、級任教師120位、特教教師113位。研究問卷「聽覺損傷學生入小學一年級準備能力」涵蓋八個面向：課室情境適應、課業學習、社會情緒、口語溝通、提問與敘事、生活自理、團體適應、動作。研究結果發現：(1)不同研究對象對入小學準備能力各面向重要性的評定均在重要程度以上；(2)不同研究對象均認為聽損學生在多數入學準備能力面向已達大部分具備程度；(3)就全量表的重要性而言，家長的評定分數顯著高於級任教師及特教教師，級任教師的評定分數顯著高於特教教師；就全量表的具備情形而言，家長的評定分數顯著高於特教教師；(4)不同背景變項之特教教師對聽損學生入小學準備能力具備情形之看法具有顯著差異；(5)依據重要性──表現值分析結果，小一聽損學生在團體適應與生活自理之能力表現符合各研究對象的期待，課業學習與動作為超乎期待之能力，而社會情緒是首先需要提升之入學準備能力。

The current study aimed to explore the perspectives of parents and teachers regarding school readiness of the first-grade students who were deaf-and-hard of hearing educated in the general education classrooms in Taiwan. There were 124 parents, 120 classroom teachers, and 113 special education teachers recruited in the study. A self-developed questionnaire with two sub-scales was used for data collection. The instrument covered eight domains: Adaptation in classroom, academic skills, social-emotion, oral communication, requesting and narrating skills, self-care, group adaptation, and motor. The results indicated that all the participants regarded all the domains as “important” school readiness skills. In terms of the performance level, all the participants unanimously rated the domains of adaptation in classroom, academic skills, self-care, group adaptation, and motor as between “mostly” and “fully” possessed levels, and regarded the domain of social-emotion as between “somewhat” and “mostly” possessed levels. In both whole sub-scales the scores measured by the parents were significantly higher than those measured by the special education teachers. Moreover, there were significant differences in the measurement of performance level between special education teachers with different demographic variables. Finally, the results of importance-performance analysis (IPA) demonstrated that the domains of self-care and group adaptation were in accordance with the expectation of all participants, and the domain of social emotion was below the expectation of all participants.