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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.

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Naadamaadiwin Special Education Program

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  1. Naadamaadiwin Special Education Program UMD and Augsburg Licensure Program Collaborative program with UMD and Augsburg College

  2. Purpose of the Program • Provide a program targeting Native American people who want to become special education teachers.

  3. 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.

  4. Focus of the Program • Native American History • Culture • Pedagogy • MN Board of Teaching Standards for Special Education

  5. 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

  6. 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.

  7. 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.

  8. 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

  9. 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

  10. 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

  11. 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

  12. Cohort 2 • Number of students admitted • UMD = 16 (7 Native & 9 Non Native) • Augsburg = 15 (10 Native & 5 Non Native)

  13. Recruitment • Procedures • Target Areas • Target Students

  14. 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

  15. Research Research Questions Source of Data Program Evaluation Information Academic and social integration Individual Interviews In- and out-of-class academic and interpersonal validating agents Archival Analysis Perceptions of preparedness, and the bases of these perceptions Written Survey Focus Group Differences between Native American and non-Native American students

  16. 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

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