Special education: The status of special education services in Indian band-operated schools in Manitoba.

摘要

For many years Indian students requiring special education services were sent to provincial schools where services were provided. In 1985, the Department of Indian and Northern Affairs Canada (INAC) began providing funds to Indian band-operated schools for support of special education services. During the past nine years, parents, teachers, and administrators of band-operated schools have expressed concerned about the lack of and the quality of special education services in band-operated schools. There is an absence of information regarding the provision of special education services in band-operated schools in Manitoba. The purpose of this study is to describe the status of special education in these schools. The methodology of this study included surveys and in-depth interviews with principals of six band-operated schools in Manitoba. Two schools were randomly selected from each of three student enrollment categories (1200-750; 650-300; and 150-50). The major findings of this study confirm the concerns of parents, teachers, and administrators that the special education delivery system is not meeting the needs of disabled Indian students. Reasons for the lack of comprehensive services included: inefficient administrative structure; insufficient numbers of trained personnel; inconsistency of programs and services; absence of operating procedures; and lack of parent and community involvement. Eight activities are recommended for improving the quantity and quality of special education services to Canadian Indian children. First, planning committees need to be established at the band-operated school and tribal council level to develop cooperative plans for providing special education services to meet existing needs. Second, an Indian controlled special education organization should be developed consisting of band-operated schools, tribal councils, and a provincial agency. Such an organization can develop, support, and monitor special education activities. Third, the kinds and numbers of special education personnel must be increased. Fourth, there is a need to develop special education programs and services. Fifth, policies for efficient and effective operating procedures need to be written. Sixth, all students needing special education services should be identified and served. Seventh, parent and community involvement with band-operated schools must be encouraged. Eighth, additional research is needed in other Indian band-operated schools and reserves before these findings can be generalized.