本研究探討了國中學習障礙學生寒暑期學習活動現況及需求，接著比較不同社經背景之間的差異。採用便利抽樣，對象為新竹市9所國中學習障礙學生之父母、監護人和主要照顧者。共回收有效問卷137份，
根據研究分析，得到的結論：
（一）新竹市家長在寒暑期學習活動內容的需求集中在「社會技巧」、「學習策略」、「職業教育」和「學科」。
（二）學習活動類型則以「學校舉辦的學習活動」為最高需求，其次是「社福機構」和「營隊」。
（三）學習資源方面的需求依序為「提供學習活動補助與福利」、「與一般生共同參與的機會」與「考量孩子特殊需求的設計」，以及「獲取相關資訊的管道」。
（四）不同社經地位在「學科」的學習內容需求有顯著差異。
（五）不同社經地位在「社福機構」、「校外補習」及「家教」的學習活動類型需求有顯著差異。
（六）不同社經地位在「提供各單位舉辦學習活動的相關資訊」、「校外補習」及「提供各單位舉辦學習活動的相關資訊」的學習活動資源需求有顯著差異。
（七）選擇寒暑期學習活動時，家長的考量因素前三名為「活動是否符合孩子的興趣」、「是否有助於學習人際互動」、「活動地點的便利性」。
（八）未參加學習活動的主要原因包括「孩子不願意參加」、「時間安排不合」，以及「缺乏適當的活動」。
（九）高社經家庭在「學科」的內容；「校外補習」、「家教」的類型；「提供舉辦學習活動的相關資訊」、「其他可利用之自學網路資源」的資源上，需求高於低社經家庭。
（十）學生在2023年暑假和2024年寒假參與最多的是學校輔導課程和校外學科補習，科目是數學和英文科目。參與活動的天數和花費隨假期長短有所不同，暑期的參與天數和花費較多，而寒假則相對較少。

The study examined the current status and needs of secondary school students with learning disabilities in Hsinchu City regarding learning activities during winter and summer breaks and compared differences across various socioeconomic backgrounds. Convenience sampling was employed, targeting parents, guardians, and primary caregivers of students with learning disabilities from nine secondary schools in Hsinchu City. A total of 137 valid questionnaires were collected.
Based on the analysis, the conclusions were:
1. Parents in Hsinchu City prioritized content related to "social skills," "learning strategies," "vocational education," and "academic subjects" in winter and summer break learning activities.
2. The highest demand for learning activity types was for "school-organized activities," followed by those offered by "social welfare organizations" and "camps."
3. Regarding learning resources, parents expressed needs for "financial subsidies and welfare for learning activities," "opportunities to participate with general education students," "designs tailored to special needs," and "access to relevant information channels."
4. There were significant differences in the demand for "academic subjects" based on socioeconomic status.
5. Socioeconomic differences significantly influenced preferences for "social welfare organizations," "private tutoring," and "home tutoring" as types of learning activities.
6. Socioeconomic status also impacted the need for "information about activities provided by various organizations," "private tutoring," and "self-learning online resources."
7. Key factors parents considered when selecting learning activities included whether the activity "matched the child's interests," "helped improve social interactions," and the "convenience of the location."
8. Major reasons for not participating in learning activities were "children's unwillingness to attend," "schedule conflicts," and "a lack of suitable activities."
9. Families with higher socioeconomic status showed greater demand for "academic subjects," "private tutoring," and "home tutoring," as well as "information about learning activities" and "other online self-learning resources."
10. During the 2023 summer and 2024 winter breaks, students most frequently participated in school counseling courses and private academic tutoring, particularly in math and English. The number of participation days and expenses varied with the length of the break, with summer involving more days and higher costs compared to winter.

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