依據內政部統計處通報至99年6月底統計資料中得知在台灣有近十萬位智能障礙者，由於智能障礙者是異質性相當大的群體，以致有些學生在畢業後能穩定就業但是有些學生卻不能，針對此點進而訪談智能障礙者及相關支持人員以期對於智能障礙者的就業服務情況做更深入的了解。
本研究可以分為智能障礙者與提供支持的雇主、家長、教師相關人員等兩大部分共有17位受訪者。採半結構式訪談方法，將訪談資料與相關文件加以整理分析並以明瞭字義做為編碼，將編碼做分類進而達到分析依據與研究目的。
在智能障礙者部分發現工作者能力與職務媒合程度、個人特質與工作意願強度是會影響在就業歷程的適應情形，而進入職場工作者的體力、抗壓性、工作意願、人際相處、職務穩定度、交通能力都比校外實習學生佳。在支持人員部分發現家長採取積極就業支持、教師對於學生基本能力訓練的確實性、雇主管理方式與態度皆會影響智能障礙者的就業意願與就業適應，所以家長、教師與職場皆為穩定智能障礙者就業適應歷程維持力量。
本結論為智能障礙者在進入職場適應期比一般人長、工作適應後即展現高忠誠度、工作動機是持續就業動力，家人支持可以減輕工作者進入職場初期的適應困難，教師、職場雇主及同事的支持為維持智能障礙者穩定就業的力量。
根據本研究結論給與家長、學校、雇主及政府一些建議。建議如下:
一、給家長的建議:給與子女正面的就業支持、教導正確工作態度。
二、給學校的建議:培養學生健全的交通能力、加強工作適應與自我決策課程、依學生就業需求擬定職場實習具體做法並且與職場聯繫並提供協助管道。
三、給雇主的建議:認識智障者身心特質並提供就業機會與職場支持。
四、給政府機關的建議:加強宣導智能障礙者的特質與狀況與法令的宣導與實施、派遣足夠人力駐校協助開發職缺並且建立長期追蹤管理機制。

The population of intellectual disabled people was about 100,000 in Taiwan according to a statistical report from the Ministry of the Interior Department in June 2010. The group of intellectual disabled people has very diverse characteristics. Some intellectual disabled students are able to earn and keep stable jobs after graduating from special training schools, but some of them are not. This study aimed to understand the factors that influence occupational development of intellectual disabled students, so we can provide better assistances for this group of people.
This study applied qualitative method. There were seventeen participants, including intellectual disabled students, an employer, a parent, and three teachers teaching at a special training school. The data were collected via semi-structured interviews and were organized and analyzed by the content analyses method.
We found that the intellectual disabled students who successfully earned and kept jobs after graduation had better physical condition, better stress coping capabilities, better personal skill, better mobile capability, more stable work attitude, and stronger working desire compared with intern students of the special training school. In addition, the factors that influence occupational development of intellectual disabled students are working desire, working capability, personal characteristics, and the level of P-J-fit. We also found that intellectual disabled students will have a stronger working desire and a better working environment adaptation if 1. Parents show enthusiastic supports, 2. Schools provide training that match the real working environment, and 3. Employers have positive attitude and appropriate management styles.
Intellectual disabled students require a much longer period in order to adapt to the real work environment. The supports from surrounding personnel, such as parents, teachers, employers, and colleagues have a great impact on maintaining the working motivation and smoothing the transition periods.
The following suggestions are summarized according the results of the study:
For parents
Provide a strong support on the occupational development of your children and guide them with a more positive work attitude.
For teachers and training institutions
Provide training on self-determination, job adaptation, and mobility. In addition, design internship programs that match the real working environment and provide assistance in building connection between students and jobs.
For employers
Understand the physical and mental characteristics of intellectual disabled students and offer employment opportunities and workplace support.
For government agencies
In addition to guide the society understanding the characteristics of intellectual disabled people and enforce related law and regulations, government agencies should also develop more job opportunities for intellectual disabled people and establish a long-term tracking system to understand the occupational development of them.

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網路參考來源
全國法規資料庫http://law.moj.gov.tw/
教育部特殊教育通報網http://www.set.edu.tw/
內政部統計處http://www.moi.gov.tw/stat/news_content.aspx?sn=5005&page=1
國家圖書館http://www.ncl.edu.tw/mp.asp?mp=2
行政院勞委會職業訓練局身心障礙者就業開門http://opendoor.evta.gov.tw/