本研究旨在瞭解學前特殊教育教師對於基因遺傳學的知識與態度。採用混和研究法中的平行混合設計，採問卷調查法以及深度訪談進行資料蒐集與分析，以立意取樣方式，最終選取60位目前在臺灣公立學校任職的學前特殊教育教師作為研究參與者。研究結果如下：
一、 研究參與者自認對於基因遺傳學相關知識偏向不瞭解。
二、 本研究參與者在UNC-GKS各題答對百分比中，以基因對健康的影響題組的第8題明顯低於Langer等人（2017）研究結果，且為所有題目中差異最大之題目；而在本研究參與者選填不知道或不確定的百分比中，顯示本研究參與者對於基因基本知識題較不瞭解。
三、 大部分的研究參與者（85％）認為自閉症成因與基因遺傳較有關聯。
四、 研究參與者對於基因遺傳學抱持正向態度，參與本研究的60位學前特殊教育教師皆認為基因遺傳學對於學前特殊教育教師以及身心障礙幼兒家庭有實質幫助，並表示有興趣學前基因遺傳學相關知識。
五、 研究參與者認為基因遺傳學有助於學前特殊教育教師教學、諮詢與行政工作。
六、 研究參與者認為基因遺傳學有助於身心障礙幼兒及其家庭之早期療育、教養態度及生育計畫。
最後研究者根據研究結果，對未來研究提出相關建議。

The purpose of this study was to understand the knowledge and attitude of early childhood special education teachers towards genetic genetics. This study adopted the parallel mixed design of mixed research method, the questionnaire survey method in quantitative research and in-depth interviews in qualitative research to collect and analyze data. The purposive sampling was use in this study and 60 preschool special education teachers were extracted who were currently working in public schools in Taiwan. The results were as follows:
I. Participants in the study thought they didn’t understand the knowledge related to genetics.
II. The percentages of correct answer of NC-GKS in this study, which was significantly lower than those in Langer’s (2017) study was in the 8th question of the effect of genes on health. And participants who answered “did not know” or “were uncertain,” the contents regarding basic gene knowledge accounted for the majority, indicating that the participants in this study did not know the basic gene knowledge.
III. Most of the participants (85%) believed that autism was related to genetic inheritance.
IV. Participants in the study hold a positive attitude toward knowing genetics issues. The 60 preschool special education teachers participating in this study all believed that genetics was of substantial help to preschool special education teachers and families of physically and children with disabilities, and they were interested in the knowledge related genetics.
V. Participants believed that equipping genetics knowledge was helpful on teaching, counseling, and administration.
VI. Participants believed that equipping genetics knowledge was also helpful to the children with special needs and their family on early intervention, parenting attitude, and birth planning.
Finally, according to the research results, the researchers put forward relevant suggestions for future research.

目錄
第一章 緒論 1
第一節　研究動機與背景 1
第二節　研究目的與待答問題 6
第三節　名詞釋義 7
第二章 文獻探討 8
第一節 基因遺傳學的重要性 8
第二節 基因遺傳學於特殊教育之應用 19
第三節 教師對於基因遺傳學知識與態度之相關研究 29
第三章 研究方法 33
第一節　研究方法設計 33
第二節　研究參與者與場域 34
第三節　研究工具 41
第四節　研究實施程式 45
第五節　資料整理與分析 46
第六節　研究倫理 47
第四章 研究結果與討論 49
第一節 學前特殊教育教師對於基因遺傳學相關知識之分析 49
第二節 學前特殊教育教師運用基因遺傳學之經驗與困境 66
第三節 基因遺傳學對於學前特殊教育教師工作場域之幫助因素 74
第四節 基因遺傳學對於身心障礙幼兒及其家庭之幫助因素 88
第五章 研究結論與建議 98
第一節 研究結論 98
第二節 研究建議 102
參考文獻 103
一、中文部分 103
二、英文部分 106
附錄一 研究問卷 115
附錄二 訪談大綱 124

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二、英文部分
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