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

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 2

Issues in American Indian Education

American Indian & Special Education

Assessment of American Indian Learners

Indigenous Learners

Reading Instruction of Indigenous Learners

The Manifestation of Multi-Generational Trauma & Internalized Oppression

Working with American Indian Families & Communities

Indigenous Methods of Instruction

Student Teaching

Professional Issues
Cohort 1
Practicum Experience
Hours in Setting
Course related
Observation in special
education classroom
40 hours
Am. Indian & Special
Education
Review of assessment
reports and procedures
40 hours
Assessment of Am.
Indian Learners
Working with native
family and special
education classroom with
transition aged students
40 hours
Working with American
Indian Families &
Communities
Observing, development,
and implementation of
FBA/BIP
40 hours
Manifestation of MultiGenerational Trauma &
Internalized Oppression
Working with students
with Learning Disabilities
40 hours
Indigenous Learners
Working with students
with EBD and LD
40 hours
Indigenous Methods of
Instruction
Student teaching in a
tribal school setting
10 weeks
Tribal Student Teaching
Cohort 2
Practicum Experience
Hours in Setting
Course related
Observation in special
education classroom
40 hours
Am. Indian & Special
Education
Review of assessment
reports and procedures
40 hours
Assessment of Am. Indian
Learners
Working with native families 40 hours
and transition aged students
Working with Am. Indian
Families & Communities
Working with students with
reading problems
20 hours
Reading Instruction of
Indigenous Learners
Observing, development,
and implementation of
FBA/BIP
40 hours
Manifestation of MultiGenerational Trauma &
Internalized Oppression
Working with students with
Learning Disabilities
40 hours
Indigenous Learners
Working with students with
EBD and LD
40 hours
Indigenous Methods of
Instruction
Student teaching in a tribal
school setting
10 weeks
Tribal Student Teaching
Cohort 1

Number of students admitted



Number of students completed the program



UMD = 10 (5 Native & 5 Non Native)
Augsburg = 13 (8 Native, 1Hmong & 4 Non Native)
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
Research
Source of Data
Program Evaluation
Information
Individual Interviews
Research Questions
Academic
and social integration
Archival Analysis
In- and out-of-class
academic and interpersonal
validating agents
Written Survey
Perceptions of preparedness,
and the bases of these perceptions
Focus Group
Differences between
Native American and non-Native
American students
Research
Timeline






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