背景: 「教育轉銜」是兒童從一個教育階段過渡至另一階段的歷程，相較一般發展兒童，發展障礙兒童在適應學校作息、生活常規、社交互動及學習等面臨較多困難。研究指出若缺乏適當轉銜準備，兒童入學後可能產生較高的焦慮與壓力進而影響學習與學校參與。因此「入學準備班」透過模擬小一課程與環境，培養生活自理、學校常規、基礎學習及社交能力，可能有助於兒童順利適應小學。然而國內相關研究多以質性個案分析為主，其成效仍需量化研究加以驗證。
目的:(一)探討「入學準備班」對發展障礙兒童學校行為和基礎學科能力的立即影響。(二)比較參與準備班之發展障礙兒童(課程組)和其他兩組兒童(未參與準備班之發展障礙兒童[無課程組]和一般發展兒童[一般組]) 在小一階段的學校生活適應和家長親職壓力的差異。
方法:本研究分為兩項子研究。研究一為單組前後測設計，僅招募課程組並於準備班課程前後，進行國字書寫測驗、數學成就測驗、入班行為觀察與家長課程回饋調查。研究二為橫斷性研究，招募三組兒童家長填寫學校生活適應量表和親職壓力量表。
結果: 兒童參加準備班後在數學能力及課堂常規表現有明顯改善，在書寫能力、社交互動及情緒調節改善雖未達統計顯著，但具高效果量。課程觀察與家長回饋皆支持準備班具良好實務可行性。然在小一階段，課程組與無課程組在學校適應能力上未達顯著差異，兩組皆仍落後於一般發展兒童。親職壓力中無課程組略高，但受限於課程組樣本數較少，對準備班降低親職壓力的效果仍無法做出明確結論。
結論與建議：研究證實準備班對發展障礙兒童入學前能力建立具立即效益，但若欲促進兒童入學後的適應，仍需配合持續性的支持措施。建議未來調整辦理時程、提升環境擬真性，並建立親師及跨階段轉銜合作機制；研究則可採縱貫性設計、擴大樣本並納入多元評量者，以評估長期成效。

This study examined the immediate and short-term outcomes of a school readiness program for children with developmental disabilities entering elementary school. Study 1 used a single-group pretest–posttest design and found significant improvements in mathematics skills and classroom routines, while writing, social interaction, and emotional regulation also showed positive changes. Study 2 used a cross-sectional design to compare school adjustment and parenting stress among children with developmental disabilities who participated in the program, those who did not, and typically developing children. No significant difference in school adjustment was found between the two developmental disability groups, and both showed poorer adjustment than typically developing peers. Parenting stress was highest in the non-program group, although the small sample size limited conclusions regarding the program’s effect on parenting stress. Overall, the program demonstrated immediate benefits in pre-enrollment readiness but did not show clear effects on school adjustment after enrollment. Future programs should adjust scheduling, enhance environmental authenticity, extend support after program completion, and strengthen collaboration among parents, teachers, and professionals across educational transitions.

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