本文透過多元文化教育之觀點，試圖以課程概念針對我國弱勢者教育法制的相關規範進行探究。就理論而言，為妥適協助弱勢者自由開展於現代社會，依據教育法制所規劃的各種措施，理應契合多元文化教育之基本理念；事實上，現行法制除在經濟面向提供若干補償性措施，亦漸能於課程規範層面顧及弱勢者之教育需求，惟相關法制的實質內涵，則仍存有進一步探究的空間。據此，本文首先嘗試界定多元文化教育概念下的弱勢者範圍，並同時簡要陳述多元文化教育之意涵；其次，本文綜合主要文獻觀點，將多元文化教育之課程與教學，歸結出學習成就模式、貢獻
添加模式、結構轉化模式及社會行動模式等四種基本類型。最後，本文分析我國憲法及教育法制之弱勢者相關規範，進而以多元文化教育觀點，逐一檢視原住民族、身心障礙者、婦女等三類弱勢者法制之課程內涵，並據此針對相關法制及其課程與教學提出結論與建議。

This paper explores education law in Taiwan as it relates to disadvantaged groups, from the perspective of curriculum and multicultural education. Theoretically, in order to help disadvantaged groups participate equally in modern society, the applicable education laws should be made more responsive to the precepts of multicultural education. In fact, in addition to government financial subsidies, education law in Taiwan to some extent does take into consideration the needs of disadvantaged groups in terms of curriculum regulations. Yet, whether the curriculum content and framework are appropriate for these groups deserves further explorations. This paper first defines the disadvantaged groups and examines the connotations of multicultural education. It then synthesizes the relevant literature to formulate models of multicultural curriculum and instruction, including the models of academic excellence, contribution-additive, transformation, and social action. This is followed up by a discussion of education law in Taiwan related to educating the disadvantaged, i.e., aboriginal groups, the physically or mentally disabled, and females. This section includes further analysis of the multicultural curriculum and instructional models compiled earlier. The paper concludes with suggestions for future modifications to the law regarding the education for the disadvantaged. The study also has implications for curriculum design and instructional practice in Taiwan.