Naadamaadiwin Special Education Program
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Transcript of Naadamaadiwin Special Education Program
Naadamaadiwin Special Education Program
UMD and Augsburg Licensure Program
Collaborative program with UMD and Augsburg College
Purpose of the Program
Provide a program targeting Native American people who want to become special education teachers.
Development of the Program
2006/07 & 2007/08 – MN Dept. of Education, UMD Dept. of Education and Augsburg College Special Education Dept. collaborated in the development.
Over the summers (2007 and 2008) Dr. Peacock provided training workshops for faculty, Ojibwa Elders, Home Liaisons, Social Workers and Indigenous Pedagogical Experts.
Focus of the Program Native American History Culture Pedagogy MN Board of Teaching Standards for Special
Education
Funding Support Grant Funded by the Minnesota Department
of Education to support: Faculty (Instructors & Academic Advising) Recruitment Curriculum Face to Face meeting space Travel Lodging Meals
Program Features Naadamaadiwin Special Education Program
at UMD/Augsburg College is delivered as a cohort group model in an online hybrid format.
Intention is to teach each class with one instructor of Native American heritage and one with a special education background/credentials.
Each course is co-taught with 2 instructors – one from UMD and one from Augsburg.
Program Features Cont.
Each class met face to face in Hinkley MN twice in the semester.
Majority of class instruction is presented online using Moodle
Each class has required field hours to complete projects in classroom settings with Indigenous learners.
Application Requirements
Earned baccalaureate degree 3.0 G.P.A.
Students may be admitted with 2.5 – 2.99 but will need to have 3.0 at the end of 2 courses
Three letters of recommendation Writing sample Completed application to respective
institutions
Course Load Cohort 1 Issues in American Indian Education American Indian & Special Education Assessment of American Indian Learners Indigenous Learners The Manifestation of Multi-Generational Trauma & Internalized
Oppression Working with American Indian Families & Communities Indigenous Methods of Instruction Student Teaching Professional Issues
Course Load Cohort 2 Issues in American Indian Education American Indian & Special Education Assessment of American Indian Learners Indigenous Learners Reading Instruction of Indigenous Learners The Manifestation of Multi-Generational Trauma & Internalized Oppression Working with American Indian Families & Communities Indigenous Methods of Instruction Student Teaching Professional Issues
Cohort 1Practicum Experience
Hours in Setting Course related
Observation in special education classroom
40 hours Am. Indian & Special Education
Review of assessment reports and procedures
40 hours Assessment of Am. Indian Learners
Working with native family and special education classroom with transition aged students
40 hours Working with American Indian Families & Communities
Observing, development, and implementation of FBA/BIP
40 hours Manifestation of Multi-Generational Trauma & Internalized Oppression
Working with students with Learning Disabilities
40 hours Indigenous Learners
Working with students with EBD and LD
40 hours Indigenous Methods of Instruction
Student teaching in a tribal school setting
10 weeks Tribal Student Teaching
Cohort 2Practicum Experience
Hours in Setting Course related
Observation in special education classroom
40 hours Am. Indian & Special Education
Review of assessment reports and procedures
40 hours Assessment of Am. Indian Learners
Working with native families and transition aged students
40 hours Working with Am. Indian Families & Communities
Working with students with reading problems
20 hours Reading Instruction of Indigenous Learners
Observing, development, and implementation of FBA/BIP
40 hours Manifestation of Multi-Generational Trauma & Internalized Oppression
Working with students with Learning Disabilities
40 hours Indigenous Learners
Working with students with EBD and LD
40 hours Indigenous Methods of Instruction
Student teaching in a tribal school setting
10 weeks Tribal Student Teaching
Cohort 1 Number of students admitted
UMD = 10 (5 Native & 5 Non Native) Augsburg = 13 (8 Native, 1Hmong & 4 Non Native)
Number of students completed the program UMD = 5 Non Native (1 Native students needs to
complete course project and Student Teaching) Augsburg =2 Native, 1Hmong and 4Non Native(2
Native students need to complete Student Teaching) Geographic area of students = Minneapolis, St.
Paul, River Falls WI, Madison WI, McGregor, Bemidji, Grand Rapids, Grand Marais and Duluth
Cohort 2 Number of students admitted
UMD = 16 (7 Native & 9 Non Native) Augsburg = 15 (10 Native & 5 Non Native)
Recruitment Procedures Target Areas Target Students
Student’s Experiences Why they enrolled in the program What they enjoyed about the program What they learned from the program What were the challenges
Source of Data
Research
Archival Analysis
Written Survey
Focus Group
Research Questions
Academic and social integration
In- and out-of-class academic and interpersonal
validating agents
Perceptions of preparedness, and the bases of these perceptions
Differences between Native American and non-Native American students
Program Evaluation Information
Individual Interviews
ResearchTimeline
Spring 2010: Program Evaluation Summer/Fall 2010: Individual Interviews Fall 2010: Archival Analysis Winter 2011: Focus-Group, Written survey Spring 2011: Report to MDE Preliminary findings