我國高中智能障礙學生超過五千人，為高級中等學校特教中人數排名前二之障礙類別，智能障礙學生大多數因智障程度不同、認知能力高低或生心理條件等因素，導致在平衡動作及體育課學習滿意度上和相同年紀之學生有極大的落差。本研究以功能性訓練，探討對高中智能障礙學生平衡能力及體育課學習滿意度之影響，以高中集中式特教同年級兩班為研究對象，分為實驗組及對照組，進行八週，每周兩次，每次30分鐘的功能性訓練課程，並於實驗前後進行單腳閉眼站立平衡測驗及修正式巴斯動態平衡測驗，所獲資料以JASP0.19.3版統計軟體處理各項資料，藉以描述性統計分析智能障礙學生體育課程滿意度之現況、使用成對樣本t檢定分析實驗組及對照組對平衡能力提升效果之分析，本研究結果歸納出功能性訓練課程對高中智能障礙學生之平衡能力有顯著的成效，對學生之體育課學習滿意度也呈現正向的態度。因此，功能性訓練課程能有效提升高中智能障礙學生之平衡能力，且對於體育課滿意度呈現中上程度，建議高中階段特殊教育體育課程可以納入功能性訓練元素，藉此提高智能障礙學生動作能力，進而對智能障礙學生身心發展之助益。

In Taiwan, over 5,000 high school students have intellectual disabilities, making them the second largest group in senior high school special education. Due to differences in cognitive abilities and physical conditions, these students often show poorer balance performance and lower satisfaction with physical education (PE) compared to their typically developing peers.
This study explored the impact of functional training on balance ability and PE learning satisfaction in high school students with intellectual disabilities. Participants were two classes from a centralized special education high school, randomly assigned to an experimental group and a control group. Both groups received an eight-week functional training program, conducted twice a week for 30 minutes per session.
Pre- and post-intervention assessments included the single-leg standing balance test (eyes closed) and the modified Bass dynamic balance test. Data were analyzed using JASP 0.19.3, applying descriptive statistics and paired sample t-tests to evaluate changes in balance and satisfaction.
Findings showed that the functional training significantly improved balance ability and positively influenced PE learning satisfaction. The study suggests that integrating functional training into special education PE curricula can enhance physical abilities and support the holistic development of students with intellectual disabilities.