目的：近年來職能治療專業在學校體系中蓬勃發展，但目前仍無相關研究探討台灣學校體系中被服務族群的概況。本研究的目的在於了解經由老師轉介至職能治療專業之個案的知覺動作與職能表現。方法：共有39所國小的143位學童接受職能治療的專業評估（男生56.6％）。評量項目包含由職能治療師施測兒童動作評估量表與視覺動作統整測驗，並由家長或老師填寫感覺史與兒童功能行為量表。結果：接受兒童動作評估的個案中，百分等級低於15者約有9成，視覺動作統整測驗百分等級低於16者有大於7成；感覺功能方面，最多個案出現精細動作與視知覺障礙，而感覺敏感的問題次之。功能行為表現方面，資源班個案的日常生活功能明顯優於特殊班。多因素逐步迴歸分析顯示平衡能力、視覺動作整合與感覺登錄3個預測因子，可解釋日常生活功能50.4%的變異量。結論：整體而言，轉介至職能治療專業的國小學童在各方面的表現均明顯較差，即使就讀資源班或診斷較為輕微的個案，皆需要職能治療專業的協助。

Objective: Over the past two decades, the practice of occupational therapy in school system has flourished in Taiwan. No current research investigates the general performance of children referred to occupational therapy with special need. Thus, the purpose of this study is to examine children's motor skills, visual-motor integration abilities, sensory processing and functional performance. Methods: One hundred and forty three subjects from 39 elementary schools were received the evaluation of occupational therapists (60.1% males). Standardized assessments, including the Movement Assessment Battery for Children and Visual Motor Integration, were implemented by occupational therapists. Parents or teachers were asked to fill out the Sensory Profile and the Pediatric Functional Performance Scales. Results: The results indicated that more than 90% subjects had motor coordination impairment; 76.1% subjects had visual-motor integration deficits; among sensory processing, the majority of subjects suffered from fine motor/visual perception disorder and hypersensitivity problems. Subjects in special classes had poorer functional performance then those in regular classes. Three significant predictors (balance from M-ABC, VMI and sensory registration from SP) were found to explain 50.4% of the variance in daily functional performance by multivariance stepwise regression analysis. In sum, subjects referred to occupational therapists by teachers suffered from apparent disorders in motor skills, visual motor integration abilities, sensory processing deficits, and functional performance problems. Conclusion: Hence, the comprehensive service of occupational therapy profession in school system is warranted.