Naadamaadiwin Special Education Program

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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.
Naadamaadiwin Special Education ProgramUMD and Augsburg Licensure ProgramCollaborative program with UMD and Augsburg CollegePurpose 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 2Issues in American Indian EducationAmerican Indian & Special EducationAssessment of American Indian LearnersIndigenous LearnersReading Instruction of Indigenous LearnersThe Manifestation of Multi-Generational Trauma & Internalized OppressionWorking with American Indian Families & CommunitiesIndigenous Methods of InstructionStudent TeachingProfessional IssuesCohort 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
  • ResearchResearch QuestionsSource of DataProgram Evaluation InformationAcademic and social integrationIndividual InterviewsIn- and out-of-class academic and interpersonal validating agentsArchival AnalysisPerceptions of preparedness, and the bases of these perceptionsWritten SurveyFocus GroupDifferences between Native American and non-Native American studentsResearchTimeline
  • 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
  • Related Search
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