Paper short abstract:

This study aims to explore underlying issues related to the overrepresentation of indigenous students with disabilities within the special education system and to understand whether this involves issues around equal educational opportunities.

Paper long abstract:

According to statistical reports published by Special Education Transmit Net and the Ministry of Education, Department of Statistics in Taiwan over the past years, the number of indigenous students with disabilities in elementary and junior high schools within the country has steadily increased with a prevalence rate higher than that of their non-indigenous peers. This study aims to explore underlying issues related to the overrepresentation of indigenous students with disabilities within the special education system and to understand whether this involves issues around equal educational opportunities. To achieve this, the author firstly looked at the prevalence rate of targeted research correspondents in primary and junior high schools and identified the key factors behind this overrepresentation. The study adopted a quantitative research method with a qualitative approach, through an analysis of the information obtained both from Special Education Transmit Net and interviews. The research findings showed that the prevalence of indigenous students with disabilities tends to be higher than that of non-indigenous students with disabilities, with disabilities of indigenous students concentrated within learning and intellectual disabilities. In addition, with regard to the diagnosis of placement, it is found that current policy takes into account the needs of indigenous students with disabilities. Furthermore, factors that affect the prevalence of indigenous students with disabilities include culture, language, personal traits, family and educational resources. In conclusion, the author will provide a number of suggestions for policy changes in light of the research results.