This research explored the factors of the adaptation for the children with disabilities studying in inclusive junior high schools. The subjects were recruited from the Special Needs Education Longitudinal Study of Taiwan. The result of the Confirmatory Factor Analyses reflects that there are two, three and five observed variables included in the intervention timing, language skills, and school adaptation respectively. Per structural equation modeling, the research found that the intervention timing impacts the children's language skills, and language skills impact the children's adaptation in inclusive junior high school setting. Based on the research findings, some implications for intervention practices are provided.