原住民族身心障礙學生的出現率，遠高於非原住民族身心障礙學生。本研究透過評析相關文獻，瞭解原住民族身心障礙學生的現況與困境，試以多元教育理念下的文化回應教學，探討原住民族身心障礙學生的文化回應教學之可行性，期望教師能用多元文化的概念，公平對待原住民族身心障礙學生，讓學生透過文化回應教學的方式，使其回歸文化背景的本體，進行有效的學習，而教師能進而創造文化回應教室，營造多元且和諧的學校氣氛。研究者根據研究結果，提出具體相關建議，以提供未來教學及研究之參考。

The prevalence is higher rate in Aboriginal students with disabilities than in non-Aboriginal students with disabilities. The study aimed to understand about the current status of and problems for aboriginal education with disabilities through analyzing related literature. It will discuss the feasible elements of culturally responsive teaching at Aboriginal students with disabilities using the view on multicultural education. The teachers can achieve fair treatment Aboriginal students with disabilities through the concept of multicultural education. Aboriginal students can return to their main cultural backgrounds, and do effective learning through culturally responsive teaching methods. To further the teachers can create culturally responsive classrooms, and frame a diverse and harmonious atmosphere school. Finally, this article proposes related suggestions to improve the teacher cultural perspective and on how Aboriginal students with disabilities can have a positive effect on implement the culturally responsive teaching.