이 연구는 발달장애학생 다중지능 측정 문항의 요인구조 탐색·확인 및 교차타당성을 검증하기 위해 설계되었다. 연구의 목적을 달성하기 위하여 10개 지역 20개 특수학교에서 장애유형과 학교과정별 목적 유층표집을 통해 1086명을 대상으로 선정하였다. 연구결과는 다음과 같다: 첫째, 발달장애학생 다중지능 측정 문항을 탐색 요인분석하여 일곱 개 요인 77개 문항으로 조정하였다. 둘째, 발달장애학생 다중지능 측정 모형을 확인 요인분석하여 모형의 적합성을 검증하였다. 셋째, 발달장애학생 다중지능 측정 모형의 교차타당성을 검증하였다. 발달장애학생 다중지능 측정 문항은 논리ㆍ언어, 대인관계, 공간, 음악, 신체운동, 자기성찰, 자연친화 등 일곱 개 지능 77개 문항으로 구성되어 있으며, 심리측정학적 관점에서 문항의 양호도, 구성타당도, 교차타당성이 검증되. 마지막으로 이 연구의 결과에 대한 논의 및 제언 등을 제시하였다.The purpose of this study was to validate multiple intelligences test items for students with developmental disabilities. The results were as follows: Firstly, 77 items in 7 factors were elicited as a multiple intelligences test items for students with developmental disabilities by exploratory factor analysis. Secondly, the goodness-of-fit of multiple intelligences test model for students with developmental disabilities was verified by confirmatory factor analysis; Thirdly, the cross-validity of multiple intelligences test model for students with developmental disabilities was verified. It is expected that multiple intelligences test items for students with developmental disabilities could be used as a tool based on Multiple Intelligences Theory for students with developmental disabilities: (a) These items would be useful in special education to practice strength-based education for students with developmental disabilities. (b) These items also would be useful to practice education based on learning style for students with developmental disabilities. (c) These items would be useful to practice curricular adaptations for students with developmental disabilities. It is meaningful that this study developed multiple intelligences test items for students with developmental disabilities, thereby layed a foundation for practicing Multiple Intelligences Theory for students with developmental disabilities. But, follow-up verification should be performed because multiple intelligences test items are from a theoretical model.