National Academy for Educational Research

　　根據「教育部特教通報網」及「教育部統計處-教育統計查詢網」的統計資料，臺灣國民教育階段原住民族身心障礙學童人數呈現增加趨勢，且其盛行率高於非原住民身心障礙學童。此一數據差異，是否存在教育機會均等的問題，值得深入探究。為此，本研究將針對全國各縣市國民教育階段原住民族身心障礙學生的盛行率分布情形，將各障礙類別、各縣市、不同特教資源之縣市進行初步分析並歸納其差異及其影響因素。本研究計畫採取量化與質性研究法，首先透過「教育部特教通報網」及「教育部統計處-教育統計查詢網」的統計資料平台，取得量化資料並進行描述分析。其次，經由訪談特教工作者方式，深入探討原住民族學生鑑定現況與問題的看法。筆者將根據實證研究結果，提出相關政策建議，據以釐清我國原住民族身心障礙學生影響盛行率之相關因素。

　　According to the statistic reports published by Special Education Transmit Net and Ministry of Education, Department of Statistics in Taiwan for the past years, the number of indigenous students with disabilities in the primary schools has steadily increased and the prevalence rate of it is higher than their non-indigenous peers. This study aims to explore the underlying problems of the aforementioned overrepresentation of indigenous students with disabilities in the special education system and to understand if it involves the issues concerning equal educational opportunity. To achieve this, the author firstly looks at the prevalence rate of those targeted research correspondents in primary schools and identifies the key factors behind this overrepresentation. This study adopts quantitative research method with qualitative approach, through an analysis of the information obtained both from Special Education Transmit Net and interviews. In conclusion, the author will provide a number of suggestions for policy changes in light of the research results.