Search

To develop this handbook, three Aboriginal teachers gathered extensive data through workshops; questionnaires; and research with Elders, Aboriginal parents, teachers, advocates, and others who work first-hand with children with special needs. The handbook opens by presenting the traditional Aboriginal perspective on disabled children--that they were considered a gift to show an appreciation of life, and that they were included in all parts of community life. The term "special education" and parents' rights concerning special education are explained. A story of an Aboriginal boy named Eagle with a serious hearing loss follows his progress through the Alberta (Canada) requirements for special education--screening, referral, assessment, program planning and implementation, program placement, appeals, children's services, health-related support services, transition planning, and school board policy. Eagle's story is used to demonstrate each step and the ways in which parents can become involved in their children's education. Roles and responsibilities are presented for family members, school staff, and community members. Three sections cover parent-school communication, problem solving, and conflict resolution. Two sections explain special education funding for reservation and nonreservation students. First Nations and Alberta support groups are listed, as are resources produced by Alberta Learning. Four appendices cover getting to know your child's school, special education definitions, and special education funding rates for the 2000-2001 school year for Alberta Learning and Indian and Northern Affairs Canada. (TD)