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

Research

Timeline 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