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Intervention in School and Clinic
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Working With American Indian Students and Families

Disabilities, Issues, and Interventions

Cornel Pewewardy

Portland State University

Michael Fitzpatrick

College of Special Education at New Mexico State University, mfitz{at}nmsu.edu

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.

Key Words: cultural diversity(ies) • strategies • multicultural • diversity(ies) • involvement • family(ies) • involvement • parent(s) • partnerships with professionals • parent(s)

This version was published on November 1, 2009

Intervention in School and Clinic, Vol. 45, No. 2, 91-98 (2009)
DOI: 10.1177/1053451209340223
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