Purpose

Disability critical race theory (DisCrit) is a crucial emerging framework in educational research. Given the limited familiarity with this theory in Taiwan and the growing emphasis on understanding the lived experiences of students with disabilities, this study systematically examined qualitative DisCrit research on school students. The goal of this study was to advance educational research in Taiwan through an intersectional lens based on disability and race/ethnicity.

Design/methodology/approach

This study conducted a scoping review on literature published from 2013 to 2024 indexed in the Scopus database. The present study extracted, synthesized, and analyzed data on the following from the identified studies: the student’s identity, the country in which the study was conducted, the types of research data used, the research topic, and additional theoretical frameworks used.

Findings/results

The reviewed studies included participants of different races/ethnicities who collectively had a diverse range of dis/abilities. An examination of these studies indicates that the influence of DisCrit has extended beyond the United States to regions such as Europe and Asia. In addition to the educational experiences of students with multiple marginalized identities, the school-to-prison pipeline was a crucial research topic in the examined studies. Notably, more than half of the reviewed studies incorporated additional theoretical frameworks alongside DisCrit, which facilitated more nuanced and multifaceted analyses of student experiences.

Originality/value

This study contributes to efforts at raising awareness of DisCrit in educational research in Taiwan. By doing so, it aims to promote the use of qualitative approaches for investigating inequality-related problems arising from the intersection of disability, ethnicity, gender, and other social identities in Taiwan.

Implications for policy/practice

This study advocates for educational researchers in Taiwan to not only place greater emphasis on critical disability studies but also adopt intersectional perspectives that consider multiple identities, such as ethnicity and gender, thereby aligning with current international trends in disability studies within the field of education. Furthermore, to explore the intersection of disability and ethnicity in Taiwan’s educational settings more effectively, educational researchers should diversify their data collection methods and research topics to comprehensively capture experiences related to oppression and everyday resistance among special education students from nondominant ethnic groups. Finally, the Annual Report on Special Education Statistics should include more comprehensive and detailed data on students’ ethnic backgrounds to support future research and policy development.