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Alors que diverses initiatives recentes situent l’acces aux services specialises par les eleves autochtones comme un outil de l’egalite reelle en matiere de sante, de services sociaux et d’education pour les enfants des Premieres Nations au Canada, nous presentons ici une reflexion issue d’un projet de recherche visant a articuler les savoirs issus du milieu academique et detenus par deux communautes atikamekw a l’egard de l’evaluation des besoins des eleves autochtones. A la lumiere de la surrepresentation de ces eleves dans les programmes d’education specialises et des travaux s’inscrivant dans les Disability Critical Race Studies, un ecart entre les principaux constats emanant d’une metasynthese descriptive de 82 ecrits et des diverses activites realisees aupres d’acteurs scolaires impliques dans l’evaluation des besoins des eleves au sein de ces communautes est documente. Ce dernier rappelle l’importance de depasser la posture d’instrumentalisation du chercheur et de considerer, dans la reflexion sur l'intersection entre education specialisee et peuples autochtones, l’interdependance du capacitisme et du racisme dans la categorisation des eleves autochtones « en difficulte ». AVALIANDO AS NECESSIDADES DOS ESTUDANTES INDIGENAS: DESAFIOS PARA A PESQUISA DECOLONIAL Embora varias iniciativas recentes situem o acesso a servicos especializados por estudantes indigenas como uma ferramenta para a igualdade substantiva em saude, servicos sociais e educacao para criancas das Primeiras Nacoes no Canada, apresentamos aqui uma reflexao resultante de um projeto de pesquisa que visou combinar o conhecimento academico com o de duas comunidades Atikamekw no que diz respeito a avaliacao das necessidades dos estudantes autoctones. A luz da super-representacao desses estudantes em programas de educacao especializada e dos estudos criticos sobre a deficiencia, percebemos a existencia de uma discrepância entre as principais descobertas retiradas de uma metassintese descritiva de um conjunto de 82 trabalhos academicos analisados e as expectativas dos atores escolares envolvidos na avaliacao das necessidades dos alunos nessas comunidades autoctones. Essa discrepância aponta para a importância de se superar a posicao de instrumentalizacao do pesquisador e reconhecer, na intersecao entre educacao especial e povos indigenas, a interdependencia entre o capacitismo e o racismo na categorizacao dos estudantes indigenas como “deficientes”. PALAVRAS CHAVES: Povos Indigenas; Avaliacao de estudantes; Necessidades educativas especiais; Colonialismo. ASSESSING THE NEEDS OF INDIGENOUS STUDENTS: CHALLENGES FOR DECOLONIAL RESEARCH While various and recent initiatives have presented access to specialized services by indigenous students as a tool for reaching real equality in health, social services and education for First nations children in Canada, our paper presents a reflection from a research project aimed at articulating scientific and lay knowledge of two atikamekw communities on special needs assessment processes of these students. Considering the over-representation of these students in specialized education programs and critical studies on disability, we documented a discrepancy between the main findings of our descriptive metasynthesis of 82 academic publications analysed and the expectations of school actors involved in assessing students’ needs in these indigenous communities. This discrepancy highlights the importance of overcoming the instrumentalization position of the researcher and to recognize, in the intersection between special education and indigenous peoples, the interdependence of ableism and racism in categorizing indigenous students as “disabled”. KEYWORDS: Indigenous people; Student’ assessment; Special educational needs; Colonialism.