Strategies for Success for Aboriginal StudentsWith other Abilities

Presented by Joanne Brown and Lois Peters• Joanne Brown - Coordinator, Aboriginal Services

Team

SuccessAs aside to begin need to realize that there are differing definitions of success

The registrar at our institutions define success as the achievement of a certificate, diploma or degree

For the Aboriginal student success might mean something entirely different• Being the first person in their family to attend post

secondary• Returning home with some new skills• Surviving in a strange environment and returning to the

community with new experiences

Documenting Alternate Successes• These success need to

be documented in some way and made clear to the student

• When this happens there is always the option to return and to continue on their path

Family• In the west most of us grew up in a nuclear family

– parents living with their biological children

• The Aboriginal family is all of the persons united by ancestry, marriage or adoption, living together to survive

Relationships, Community• Members rely on each other

• The focus is on what we can do together

• Supports

Strength

Unity

Culture• There are common cultural threads running

through many Aboriginal cultures

• Life and worldview is a holistic image

• Learning takes place across spheres of spiritual, physical, emotional and mental dimensions

• Past, Present and Future may also be connected

Culture• Cultural Awareness – being aware of and

acknowledging the differences in both the visible and invisible aspects of culture

• Cultural Sensitivity – behaviors such as choice of words and distance

Thinking and Learning

disABILITY• In the Aboriginal community members are

recognized for who they are and their gifts to the community

• The concept of “disability” is foreign to their way of thinking

• Many students do not recognize that they have a “dis”ability as it is not something that their families and community have ever remarked upon or considered important

disABILITY

• Pro’s

• Does not affect their self esteem

• See themselves as equal members of any community

• Con’s

• May not be able to effectively self advocate

• Not aware of or connecting to available services

Thinking

Aboriginal

The heart• Repetition• Symbols• Ceremony

Western

The mind• Logic• Sequence• Definitions

Learning

Aboriginal

• Happens together

Western

• Individual• Required individual

effort and work

Learning• Holistic

• Observational

• Experiential

• Based on community and community resources

Issues in the Learning Environment• Absenteeism

• Discomfort in school setting

• Reserved personalities – may be expressing their cultural comfort with silence. (learn a lot through observation)

What We Can Do• Recognize Aboriginal ‘ways of learning’

• Avoid singling out Aboriginal students

• Observe student attendance

• Incorporate healthy and positive messages about cultural identity

• If you combine traditions or teachings in your curriculum be clear where they came from. It is disrespectful to mix them into one mythical “pan-Aboriginal” cultural tradition

Goal: Social, Cultural and Economic well being of Aboriginal Students with abilities

Aboriginal students participate and succeed in an inclusive, relevant and effective setting.

1. Leadership Development2. Community Building3. Mentoring4. Student Success Strategies5. Support

Leadership Development• Many Aboriginal students return to their own

community and become leaders • Decision making is by consensus and not top

down

• Leadership looks different for every individual and every community

Community Building• The Cplul’kw’ten (Gathering House) at TRU fosters a

learning community within the student body

• In community members rely on each other and focus on what they can do together

• Support the strength and unity of the community

Mentoring• TRU has a mentorship program for Aboriginal

students, many “mentees” become mentors

• Steps for successful mentorship• Taking the time to understand their unique story

and in the process sharing your story• Making a connection and the development of trust

– takes time• Finding commonalities – doing things together• Being together to create hope (goal)• Modelling

Student Success StrategiesOrientation to the University Community and the Kamloops community• Transition Planner – on campus (funding, courses, housing ,

daycare, back to basics• Life Skills Coach – really the wider community resources person

Events to support an Aboriginal student • Sekusent – orientation• First Friends Feast• Wednesday – circle and lunch• Elders• Pow wow• Round Dance

Support• The concept here is to “walk with” the student not

to help or assist• Not helping but supporting• Need to be mindful of our language

Example: do a few questions together, not just show them howTeach by exampleStorytelling – ask for their stories