根據我國內政部統計顯示，身心障礙者的人口數有逐年增加的趨勢，但從事動態休閒活動的身心障礙者比例卻不如人口數般提昇。本研究利用計步器、問卷、訪談及拍攝上課情形藉以觀察融合式體育教學介入合作學習後，智能障礙學生的學習成效是否有所改變。在介入4週的合作學習後發現，顯著提昇了智能障礙學生於融合式體育教學中之身體活動量表現，且與一般同儕之互動時間也達顯著增加。一般學生對智能障礙同儕的接納態度及智能障礙學生對體育課滿意度亦有小幅度的上升。在結束介入合作學習後，一般學生會主動給予智能障礙學生口語指導。且一般學生與5名智能障礙同儕的互動時間亦較介入合作學習前增加。但5名智能障礙學生其身體活動量卻在結束介入合作學習後較介入合作學習前低。

　　The population of disability increases year by year, however, the ratio of them with active leisure was relative lower than normal population. To observe the interference effects of cooperative Learning activities during inclusive physical education program on the learning performance, we used the pedometer, questionnaires, interviewing work, and video to record the learning performance and interaction between normal and mental retardation (MR) students. After the interference for four weeks, both of the physical activities in normal and mental retardation students were significant greater than that of before. The similar results were also observed in the interaction times between two groups. The acceptances attitude of the normal students toward their MR peers increased in questionnaires, also, in observation of active instructive interaction form video record. The satisfied score for class in MR students increased. However, the observed physical activities in MR students were lower. In conclusion, cooperative Learning activities during inclusive physical education program can improve the learning performance for MR students.