本文旨在介紹批判種族理論的學理基礎，並以台灣原住民族中特殊兒童的出 現率為例說明其在特殊教育的運用。文中首先介紹批判種族理論的基本主張；接 著探討原住民族中身心障礙類與資賦優異類特殊學童的出現率，分析與非原民族 間的差異，並瞭解缺陷理論對該現象詮釋時對原住民族學童可能產生的影響。批 判種族理論認為教育體制隱含種族意識與種族主義，主張透過發掘少數族群所遭 受的不公平教育經驗，喚起主流族群對種族主義的意識以促進族群間彼此的平等 關係。另一方面，國內資料顯示:原住民族在身心障礙類別的特殊學童出現率高於 非原住民族，資賦優異類學童的比例卻比非原住民族來得低。原住民族的生理或 文化的缺陷是常被用來解釋這種差異的論述方式，然而這種詮釋卻可能塑造主流 族群與少數族群間的從屬階層關係。文末則針對原住民特殊教育的缺點提出改善 措施。

This paper introduces the theoretical basis regarding critical race theory (CRT); and uses it as a framework to exam the rate of aboriginal students who are identified as requiring special needs education in Taiwan. In the beginning, it introduces the philosophical and methodological ideas regarding CRT. CRT assumes that race is socially constructed. Having explored the counter-stories of the minority, the majoritarian stories could be challenged and racial equality may be improved. Then it discusses the “rate” disparity between aboriginal and non-aboriginal students who are identified as experiencing disabilities or being gifted and talented. The data show that the rate of aboriginal students being identified as having disabilities is higher than non-aboriginal groups of students; whereas the rate of the aboriginal students being identified as being gifted or talented is lower than non-aboriginal groups of students. Finally, it discusses the discourse that explains the rate disparity. It is indicated that a deficit discourse is conventionally used to explain the phenomenon which is worth of massive concern because it might disadvantage aboriginal group of students. Finally, some measure are suggested to improve the educational practice of aboriginal students who have special educational needs.