近年來英美等先進國家均已開始提倡身心障礙者教育的平等權，促使身心障礙者獲得同等的教育機會，不僅是學校教育，社會教育亦然，而博物館正是社會教育最佳的場所之一，因此博物館的身心障礙教育更是值得注意。根據內政部（民89）的統計，台灣目前身心障礙人數已超過七十一萬，其中又以智能障礙者的比例最高，為落實教育部「邁向學習社會」的願景，博物館應該開始重視身心障礙者的教育。本研究基於保障身心障礙者教育權與博物館弱勢觀眾的開發，試圖瞭解國內外博物館智能障礙教育實施之概況、智能障礙者的學習特性及其教學原則，並以台北市立美術館為個案，探討台北市智能障礙國中生參與美術館導覽活動的概況與反應，最後歸納出博物館辦理智能障礙導覽活動的原理原則。 本研究採個案研究，分別以文件分析、觀察、與訪談等方式取得相關資料，以獲得台北市立美術館辦理智能障礙導覽活動的全貌，以及智能障礙學生於導覽過程中的反應，並整理啟智班教師與解說員的意見與建議，歸納出博物館辦理智能障礙教育活動的原則。根據本研究結果，提出以下四點結論： 一、國內博物館在身心障礙教育之專業知能有待提升。 二、國內目前實施智能障礙導覽的困難在於人力資源的缺乏。 三、國內啟智班教師未善用博物館或美術館的資源。 四、國內館校合作的機制不夠成熟。 根據以上結論，本研究提出三點具體建議： 一、提升博物館智能障礙教育的知能，鼓勵啟智班教師、智能障礙教育專家加入博物館義工或訓練人員行列，並尋求民間團體的合作。 二、建立博物館與學校或民間團體的合作機制。 三、呼籲政府從政策面推動博物館身心障礙教育發展。

近來教育的研究，特別是輕度智能障礙的研究有減少的趨勢。通常這一類的學生會合併其他高出現率的障別，而不同的研究認為這些障別會有不同的特質。本研究旨在著重中學階段輕度智能障礙學生尤其是個別化教育，因為學者專家共同指出這些學生需要個別化教育。台灣、荷蘭在中學階段與輕度智能障礙有關的政策也強調符合學生個別需求、興趣和能力，所以這兩個國家可以在個別化教育這一方面做比較。 本論文的目的將研究與比較以下兩方面： (1) 台灣與荷蘭在中學階段之個別輕度智能障礙學生有何全國教育政策；期許和需求與關於達成 (2) 兩國的學校與老師如何落實個別輕度智能障礙學生的教學。為達成此目的，研究者擬蒐集兩國相關教育政策資料，以及與學校主要成員進行深入的半結構訪談。在資料分析過程中，會著重在兩國的政策和個案學校特殊狀況。而後將相互比較兩國對輕度智能障礙學生之個別化教育政策與學校執行情況，能對兩國的輕度智能障礙學生的個別化教育有所了解。以增進兩國在此方面的相互學習與借鏡。 本研究指出在台灣和荷蘭個別化教育的歷程皆受到不同世界潮流的影響。最明顯的是現標準化本位改革在台灣已經成為一種趨勢，而學生導向的個別化教育計畫概念在荷蘭的學校個案是受到支持的。此外，在台灣教育政策和規範的訂定是由中央到地方，而在荷蘭教育方案的發展則由各校自行訂定。在個案學校的主要研究發現是，荷蘭個案在個別化教育歷程中被賦予比較多正式責任，而台灣個案相形之下較少。 此外，在台灣、荷蘭組成個別化教育的項目在個別的中學低年級和高年級相當不同，而兩國的中學個別化教育項目同時呈現相同與相異之處。該研究基於研究發現提出部分建議，並針對未來可能的研究提出建議。 / Research into education for, specifically, the mildly mentally impaired has in recent years decreased. Often this population of students is combined with other high incidence disabilities while significant differences in characteristics have been recognized. This research project, therefore, specifically focuses on the population of mildly mentally impaired students in secondary education and particularly individualized education, since there is a consensus among academics that this population of students has a need for a system that allows for individualized education. Policies regarding education for mildly mentally impaired in secondary education in both Taiwan and the Netherlands also stipulate a program tailored to a student’s individual needs, interests and abilities and, thus, a level of comparability between these two countries is assured. The purpose of this dissertation is to investigate and compare (1) the national policies for meeting the individual educational wishes and needs of mildly mentally impaired secondary education students in Taiwan and the Netherlands and (2) how these policies are implemented in high-quality school cases in both countries. To achieve this purpose, the researcher collected relevant policy documents and performed in-depth, semi-structured interviews with key staff members at the school cases. During the process of data analysis, due attention was given to the fact that both the countries’ policies, as well as the school cases, are embedded in their own unique contexts. Upon analyzing the gathered data, a comparison of both countries’ individualized education systems for mildly mentally impaired secondary education students was performed, highlighting similarities and differences. The findings of this research project indicate that the process of individualizing education has been shaped by national cultures as well as different worldwide trends in both Taiwan and the Netherlands. Most notably, there has been a drive for standards-based reform in Taiwan while in the Netherlands the concept of the student-led IEP has found an advocate in the school case researched. Furthermore, relevant educational policies and regulations are created and enforced in a top-down manner in Taiwan while the Netherlands shows elements of a bottom-up approach. Among the major findings from the school cases is that the Dutch case shows a student who is endowed with a greater degree of formal responsibility in the process of individualizing education than the Taiwanese counterparts at both the lower and upper level school cases. Furthermore, in both countries, individualized education at the lower and upper secondary education stages consists of different elements. The degree to which these elements are present in Taiwan and the Netherlands shows similarities and differences. This report concludes with recommendations based on the findings, and suggestions for possible future research are offered.

本研究旨在探討智能障礙者雙老家庭之照顧負荷、家庭復原力與家庭生活品質的關係，並檢驗家庭復原力對照顧負荷與家庭生活品質之調節情形。 本研究採取問卷調查法，採便利取樣方式進行資料蒐集工作，研究對象為79戶雙老家庭。資料分析以t考驗、單因子變異數分析、皮爾森積差相關分析與階層迴歸分析進行。研究主要結果如下： 一、雙老家庭的照顧負荷程度高，然家庭復原力及家庭生活品質的現況表現也普遍較高； 二、照顧負荷與家庭復原力具有顯著負相關； 三、照顧負荷與家庭生活品質具有顯著的負相關； 四、家庭復原力與家庭生活品質具有顯著的正相關； 五、家庭復原力可調節照顧負荷對家庭生活品質之負向效果。 本研究根據問卷調查結果，提出實務與後續研究之建議。 / The purpose of this study was to probe into the relations between care burden, family resilience and family quality of life of the double-ageing families that contain old parents and their children with intellectual disability, and to examine the moderating effects of the family resilience of care burden and the family quality of life. A questionnaire survey was used in the study which recruited 79 double-ageing families. The data of questionnaire survey were analyzed by t-test, one-way ANOVA, Pearson product-moment analysis, and hierarchical regression analysis. The results of the study were described as the followings： 1.Care burden of caregiver is in high-level；Family resilience and family quality of life levels of double-ageing families are positive, between mid-level and high-level. 2.There was significant negative correlation between care burden and family resilience. 3.There was significant negative correlation between care burden and family quality of life. 4.There was significant positive correlation between family resilience and family quality of life. 5.The family resilience moderated the negative effects of the family quality of life caused from care burden. Based on the results from the questionnaire survey, some suggestions for practice and future studies were proposed.