Integrating American Indian/Alaska Native Culture Into Shared Storybook Intervention

Inglebret, Ella; Jones, Carla; Pavel, D. Michael

doi:10.1044/0161-1461(2008/07-0051)

Cited by 27 publications

(18 citation statements)

References 15 publications

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“…Many American Indian and Alaska Native leaders today support the idea that education is the key to strengthening the sovereignty and self-determination of their nations, but they also stress that maintaining traditional ways, their language, and their culture must not be sacrificed in the pursuit of education (Inglebret, Jones, & Pavel, 2008; Rivera & Tharp, 2006; Tohono O'odham Nation Education Department, 2004). Very little research has been done in support of this goal.…”

mentioning

confidence: 99%

An exploratory analysis of American Indian children's cultural engagement, fluid cognitive skills, and standardized verbal IQ scores.

Tsethlikai

2011

Developmental Psychology

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This exploratory cross-sectional study examined fluid cognitive skills and standardized verbal IQ scores in relation to cultural engagement amongst Tohono O'odham children (N = 99; ages 7 to 12 years). Guardians with higher socioeconomic status engaged their children in more cultural activities, and participation in more cultural activities contributed to higher standardized verbal IQ scores. Mean cognitive skill scores varied as a function of age and Tohono O'odham language knowledge. Children who understood and/or spoke Tohono O'odham started out with lower average scores than did children with no language knowledge, but mean scores generally increased in the older age groups such that they were equal to or higher than those of nonspeakers by age 9. Children with higher fluid cognitive skill scores had higher standardized verbal IQ scores than did children with lower scores.

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mentioning

confidence: 99%

An exploratory analysis of American Indian children's cultural engagement, fluid cognitive skills, and standardized verbal IQ scores.

Tsethlikai

2011

Developmental Psychology

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“…Educational leaders in First Nations communities rely on faculties and colleges of education to select with prudence prospective teachers who have the capacity to be effective educators and then attempt to prepare them to assume the role of classroom teacher in a First Nation community (St. Denis, 2010). They also expect ministries and departments of education, and teacher certification boards to set teacher certification standards so that students, including students who attend First Nation schools, are taught by teachers who can effectively reach and teach them (Inglebret, Jones, & Pavel, 2008).…”

Section: Discussionmentioning

confidence: 99%

Seeking the Elusive Fit: What Do Educational Leaders Look for When Hiring New Teachers for First Nations Schools?

Cranston

2014

in education

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This article reports on the preliminary findings of a qualitative research study that explored the perceptions of five directors of education in Manitoba’s First Nations’ educational authorities as they assess prospective teachers for fit for both their schools and their local communities. The findings of this study illustrate that in order to meet the challenges of teaching effectively in First Nations’ schools, those responsible for hiring teachers want to find candidates who (a) contribute to the establishment of a new culture of teaching in the schools, (b) form respectful relationships with students and other members of the particular First Nation community, (c) possess a worldview that is commensurate with those held by First Nations peoples, and (d) are competent to teach academic subjects and also support students’ development as Indigenous youth. I conclude with recommendations that can support the preparation of a greater number of prospective teachers capable of teaching effectively in First Nation schools. Keywords: First Nations education; Teacher recruitment and selection; educational leadership

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“…Therefore, it is important for all general and special educators to address culturally responsive issues within the classroom (Inglebret et al, 2008).…”

Section: Culturally Responsive Practicesmentioning

confidence: 99%

“…Overrepresentation of culturally and linguistically diverse (CLD) students in special education programs is a well-documented phenomenon (Zhang & Katsiyannis, 2002). Although the number of Native American students attending public schools is a relatively small 1.2% (Inglebret, Jones, & Pavel, 2008), American Indian families have the highest rate of disability status in the United States (Heimbecker, Medina, & Peterson, 2002;Keltner, Crowell, & Taylor, 2005) and their children are overrepresented in special education programs (Faircloth, 2006;Zhang & Katsiyannis, 2002). Although the overall proportion of American Indian students attending public schools is relatively small, the National Center for Education Statistics (2005) reported that 12% of these students received special education services compared with 9% of students from other ethnic groups.…”

Section: American Indian Families and Special Educationmentioning

confidence: 99%

“…Student diversity in the school setting is more prevalent than ever before (Sutliff, 1996), and "teachers face the reality and challenge of educating diverse children in a multicultural society" (Pewewardy, 2004, p. 180). Therefore, it is important for all general and special educators to address culturally responsive issues within the classroom (Inglebret et al, 2008).…”

Section: Culturally Responsive Practicesmentioning

confidence: 99%

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Working With American Indian Students and Families

Pewewardy

Fitzpatrick

2009

Intervention in School and Clinic

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Although most American Indian students are educated in the public school system, there is limited literature regarding (a) how general and special educators can effectively meet the unique educational needs of these students or (b) what strategies educators can use while working with their families. Additionally, there are limited resources available regarding how American Indians view special education, disability issues, and the relationship between school and family. The worldview of American Indians differs from mainstream America, which has led to the overrepresentation of American Indian students in special education programs. This article provides culturally responsive research-based practices to help foster school and family relationships and improve the educational outcomes of American Indian students.

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Integrating American Indian/Alaska Native Culture Into Shared Storybook Intervention

Abstract: SLPs can integrate culturally based stories into their language and literacy intervention to encourage American Indian and Alaska Native children.

Cited by 27 publications

References 15 publications

An exploratory analysis of American Indian children's cultural engagement, fluid cognitive skills, and standardized verbal IQ scores.

An exploratory analysis of American Indian children's cultural engagement, fluid cognitive skills, and standardized verbal IQ scores.

Seeking the Elusive Fit: What Do Educational Leaders Look for When Hiring New Teachers for First Nations Schools?

Working With American Indian Students and Families

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