本研究通过调查培智学校中智力障碍学生的入学适应情况与学校支持系统的现状，对智力障碍学生入学适应和所获得的学校支持系统现状进行分析，又通过深入分析智力障碍学生入学适应与学校支持系统的关系以及学校支持系统对入学适应的影响和预测，尝试构建培智学校中智力障碍学生的学校支持的系统，并为更好的应对新生入学适应问题提出建议。
本研究采用问卷调查法，结合教师访谈、实地观察，并改编《培智学校新生入学适应调查》问卷，从学习性适应和社会性适应两个角度对孩子们入学以后可否适应新环境展开探析。最终经过我们的探究与考察，某种程度上难以适应新环境这个问题或多或少的出现在了培智学校智力障碍学生的身上，并且这些孩子们社会性适应略差，在社会性适应中人际交往的适应情况最差。通过改编的《智力障碍学生学校支持系统的问卷》，将培智学校所提供的学校支持分为教师支持、同伴支持、环境支持、工具支持、行政支持和学业支持。严格按照问卷编制的要求与标准，经信效度检验，所修改的《智力障碍学生入学适应问卷》和《培智学校学校支持系统问卷》均有较好的信效度。
研究得出以下结论：（1）智力障碍学生在入学阶段的适应情况总体表现不好，主要体现在适应不同的人际关系上；（2）学校支持在一定程度上能够预测学生入学适应的情况，且同伴支持对于智力障碍学生入学适应的影响更大。
提高学生入学适应能力是培智学校入学阶段教育与训练的重要目标和内容。重视学生适应能力的发展并最终能够顺利转型进入社会也是特殊教育发展的重要目标。因此学校应加大对教师的培养，使教师支持专业化，同时加强学校支持系统的建设，尤其是在环境、行政、工具等方面的支持有待加强。

This study investigates the school-based adaptation and status of school support systems for children with intellectual disabilities in schools, analyzes the school-based adaptation and status of school support systems for children with intellectual disabilities, and further analyzes the school-based adaptation and schooling of students with intellectual disabilities. The relationship between support systems and the impact and prediction of school support systems on school adaptation. Attempts were made to build a school support system for mentally handicapped children in schools, and to make suggestions for better coping with new school admissions problems.
This study uses questionnaire survey methods, combined with teacher interviews, field observations, and adapted the " School Freshman Admissions Survey" questionnaire to analyze the students' schooling adaptation from two perspectives: learning adaptation and social adaptation. The research results show that there is a certain degree of schooling adaptation problems for children with intellectual disabilities in School, and social adaptation is slightly worse. And in social adaptation, the adaptation of interpersonal communication is the worst. The school support provided by School is divided into teacher support, peer support, environmental support, tool support, administrative support, and academic support through an adapted "Questionnaire for the School Support System for Students with Intellectual Disabilities". In strict accordance with the requirements and standards for questionnaire preparation, the reliability and validity of the revised "Admissions Questionnaire for Intellectually Impaired Students" and "School Support System Questionnaire" have been tested.
The study draws the following conclusions: (1) the overall performance of students with intellectual disability during the enrollment stage is generally poor, which is mainly reflected in adapting to different interpersonal relationships; (2) school support can predict the situation of student adaptation to a certain extent, And teacher support has a greater impact on students' adaptation to school.
Improving the freshmen's admission to school is an important goal and content of education and training at School. Attaching importance to the development of students' adaptive abilities and eventually being able to smoothly transition into society is also an important goal for the development of special education. Therefore, schools should increase the training of teachers, make teachers support professionalization, and at the same time strengthen the construction of school support systems, especially in environmental, administrative, and tool support needs to be strengthened.