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ERIC Number: ED453027
Record Type: Non-Journal
Publication Date: 2001-Mar
Pages: 8
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Rural Navajo Students in Kayenta Unified School District's Special Education Programs: The Effects of Home Location and Language.
Heimbecker, Connie; Bradley-Wilkinson, Evangeline; Nelson, Bernita; Smith, Jody; Whitehair, Marsha; Begay, Mary H.; Bradley, Brian; Gamble, Armanda; McCarty, Nellie; Medina, Catherine; Nelson, Jacob; Pettigrew, Bobbie; Sealander, Karen; Snyder, Maria; White, Sherri; Redsteer, Denise; Prater, Greg
In Kayenta Unified School District (KUSD) on the Navajo Reservation, 92 percent of students come from homes where Navajo is the primary language, but many students entering school are not fluent in either English or Navajo. A survey of 23 educators examined the effects of language and culture on the likelihood that a student would be placed in special education classes. Although many respondents expressed concern about the potential mislabeling of Navajo students in off-reservation schools, KUSD was seen as a model provider of special education services for Native American students. KUSD school psychologists (who are Navajo) and other KUSD special education staff help to ensure that special education assessments are contextualized and culturally sensitive, use both the Navajo and English languages, occur over an extended period of time, and are conducted by a multidisciplinary team of educators and parents. Respondents also discussed the influence of the teacher's predominant culture and proficiency in English and Navajo on Navajo students' placement in special education, the need for teachers to be aware of the child's predominant culture and living conditions, the importance of family-school partnerships and difficulties in creating them, opinions about full inclusion, and particular disadvantages faced by very rural students. (SV)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A