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Schools, and the Remaining 4,000 Or So Registered at Private Schools

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Schools, and the Remaining 4,000 Or So Registered at Private Schools INTRODUCTION Three-types of educational systems are foundwithin the Navajo Reservation:(1). state-supported public schools, (2)Bureau of Indian Affairs Boarding and DaySchools, and (3) private schools. Approximately 50,000 students attend school daily,with sOme^25,-000 enrolled in public schools; 20,850 attendingBureau of Indian Affairs schools, and the remaining 4,000or so registered at private schools. Few special education servicesare available to students. Only fifty-two special class unitsare provided in Bureau of Indian Affairs schools.Public schools offer no organized specialservices while several private schools providesome services to handicapped children.Therefore, it was and is readily apparent thata signifi- cant number of handicapped children receiveno special educational services.Prior to the efforts of the Navajo EducationResource Center, no regional.plan for full services tohandicappedchildrek, p had been developed. To initiate movement in service provisionfor handicapped Indiarchildren, it was necessary to identify thesechildren, define". ( an educational value system, assess all available.,esources as wr-13. as needs, design and implement adequate modelsto deliver the required services, and train personnelto staff the positions. A Regional Resource Service SystemOffice was decided upon as the vehicle whereby some of these needs couldbe resolved. Navajo Education Resource Center Projt:ct No.20F.C-0-9-412905-4521 (608) MOD 4 Grant or Contract No. Final Technical Report, 1973-1974' \Navajo Education Resource Center Many Farms,, Arizona SCOPE OF INTEREST NOTICE The ERIC Facility has eutpned this dccurrim' t for processing to C Rc.) P. Roland Caster our judgement, this document is also of interest to the clewpv. hcoset noted to the right, Index- ing should reflect IhesT speval potnes of view New Mexico State University U S DEPARTMENT OF HEALTH, EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION r THIS DOCUMENT HASBFEN REPRO Las Cruces, New Mexico DUCE() EXACTLY AS RECEIVEDFROM THE PERSON OR ORGANIZATIONORIGIN AT,NO IT POINTS OF VIEWOR OPINIONS S" ATED DO NOT NECESSARILYRERRE NT OFFICIAL NATIONAL INSTITUTE OF LOUCA T.ON POSITION ORPOLICY August 31, 1974 This project reported herein was performed pursuant to a contract with the Office of Education, U. S Department of Health, Education, and Welfare..Contractors undertaking such projects under Government sponsorship are' encouraged to express freely their professiona) judgrrA,nt in the conduct (N), of the project,Points of view or opinions /Stated do not, (`)therefore, nece, ,arily represent official Offi Ce of Education Qs- position or policy. U. S. DEPARIMENT OF HEALTH, EDUCATION AND WE'LFARE Office of Education Bureau of Educ:ition for the Handicapped Navajo Education Resource Center 4.3 Richfield, Utah-. BrighamInterrnauntam City. Utah...* Ior ,LIAN RIVER- Notch s StomMeth Towooc Cortez To DurangoHwy 160 A e Hamm Mountain ARIZO4AUTAH Denehotoo I NEWCOLORADO ITNICO .9 Inscription House Kayo' to tit lock PointTemnospos 111(a%WeekSon Juan".14.4.....4Fruitlandii.,i,ErAZTECFormusgton11111 /0-ITo1 tSlot. Duke Rd 17 or Shonto Red Rock Nenohnitzed 0 UpperKmbitto low*, Checiti.to Li1.1JManyHigh Formsounci Rock Cove sonwre. 0.2-. Ozil thmro-dtth-lgok .IJIri§ 40. Red Lake Rough RockTohchmt Many Farms LukothukorToodlen.ial ZL.r1 :IT; 9V14iHverfano 1 CAI 12il;I Tubs CityCool MouPJArtsoI R or k yARKI SmokAmon Srgmil Blue Gop ChinleGel Mums°, Noschdh iILake VolMYNogoozoKirnbeho SANDOVAL COUNTY eibiWhippoorwill""..., Low MountornSoSohnotronworl Sp. 3Norlrm TohatchiCrystal AV:RINSE-1SAN JUAN COUNTYC N, aimbic. Nnkido ow. t1CMO Cubit; $and Springs:El .11.:211):1kfil4 It`f Jraddrto ISteamboatGonodolirKinlocIsrmFt. D,4.p.c M.a.conSpringsock" Twin CoyoteCLakes-- husk o CanyonStandingMann RockCroompoont Whit. Hors* Torreon in Talon LakeI Sob* Doha Ine.on WolfsWhite ConeKlogesoh St MKHunter Soaré s sPant' GA UPPlnadateontoFt. WericrteiyonbdoLP"ThoreauBorrego Pass FLAGSTAFF Loupe 1.4 Oken ligyegi. F- Ruins Pm*1 bpringsHouckChaructulestholesed Ft.Sam,* waistsHigh IElem School Prowrht uTo s Atbuquerqua tivn 66 EMMONSWinsime lit>iv Chambers zrc8 e DAYtomaHGTRAILER SCHOOL DAY SCHOOLLEGENC SCHOOL SNOWFLAKEHOLBROOK 6 0WUt to off IIORDERTOWNDORAVTORYRESERVATION DOVAITORY WARDING SCHOOL PREFACE This final report, submitted by the Navajo Education Resource Center to the Bureau of Indian Affairs, the Southwest Regional ResourCe Center, and the Bureau of Education for the Handicapped, contains Comprehensive information covering the 1973-1974 activities.Its primary function is to explain the various objectives of the Center and to show how theywere implemented. Some parts of this report may also be used as a reference manual by those administrators, principals, teachers, and relatedpro- fessionals who wish to organize, or to supplement, their resource room programs. 31 August 1974 P. Roland Caster. New Mexico State University Director Las Cruces; New Mexico Navajo Education Resource Center C17 lil Navajo Education Resource Center ABSTRACT The purpose of this project was to develop an Indian Resourcp._ Service Office which would function as, a support service, system for handicapped children's programs on the Navajo Reservation.This Resource Service Office was to become a model of support services to be replicated on other reservations. The first year's progiam covered (1) conducting a prelimi- i nary identification study, (2) developing diagnostic/prescriptive classroom services, (3) coordinating proposed IMC activities with diagnostic efforts, (4) designing a procedure for diagnosis of Indian children, and (5) developing a plan for subsequent stages of development. Activities for the first year4,were conducted at the manage- ment level and were directed toward the planning and development of direct service programs for handicapped children.The accompany- ing document details how these programs were accomplished. iv Navajo Education Resource Center 819 INTRODUCTION Three types of educational systemsare found within the Navajo Reservation:(1)- state-supported public schools, (2) Bureau of Indian Affairs Boarding and DaySchools, and (3) private schools. Approximately 50,000 students attend school daily, withsome 25,000 enrolled in public schools; 20,850 attendingBureau of Indian Affairs schools, and the remaining 4,000or so registered at private schools. Few special education servicesare available to students. Only fifty-two special class unitsare provided in Bureau of Indian Affairs schools.Public schools offer no organized specialservices while several private schools providesome services to handicapped children.Therefore, it was and is readily apparent thata signifi- cant number of handicapped children receiveno special educational services. Prior to the efforts of the Navajo EducationResource Center, no regional.plan for full services to handicappedchildre had been developed: To initiate movement in service provisionfor handicapped IndiarAchildren, it was necessary to identify thesefThildren, defines! ( an educational value system, assess all available 1,esourcesas as needs, design and implement adequate modelsto deliver the required services, and train personnelto staff the positions. A Regional Resource ServiceSystem Office was decided upon as the vehicle whereby some of these needs couldbe resolved. Navajo Education Resource Center v A contract was entered into between the Bureau'of Indian Affairs and the Southwest Regional Resource Center under which the Bureau of Indian Affairs directed the activities of the Indian Resource Office while the Southwest Regional Resource Center acted as fiscal agent for the $50, 125 grant. Navajo Agency School Superintendents selected as the site of the Indian Resource Office the 'geographical center of the Reserva- tion, Many Farms, Arizona., vi Navajo Education Resource Cente: srZx r TABLE OF CONTENTS Page PREFACE . ABSTRACT . 0 INTRODUCTION . Chapter I. OBJECTIVE 1: A PRELIMINARY SURVEY TO IDENTIFY HANDICAPPED CHILDREN 1 # Introduction . 1 Statement of the problem . 1 Original intent of Objective I and problems encountered 2 Need for one year expansion . 2 , Results . 3 The Arizona State Prevalence Study . 4 Incidence sample study . 4 Research design . 4 The Reservation sample . 5:; Unique problems . 5 Suitability of testing instruments 6 Test administrators . 6 Conclusions on testing experience 7 U. OBJECTIVE II: A REGION-WIDE PROCEDURE FOR DIAGNOSIS AND IDENTIFICATION OF HANDICAPPED CHILDREN 10 Evaluation Component 10 Statement of the problem lb Background 11 Previous practices 11 ,Evaluation and diagnosis by contract is unsatisfactory 12 Prior standards for selection of handicapped Indian students are deficient . 13 vii Navajo Education ResOurce Center ; , Chapter .Page Placement on basis of test scores is undesirable . 13 Need for precise method for total treatment of handicapped Indian child 14 Additional results of past procedures : 15 Factors Surrounding Procedure for Identification-. 16 Statement of the problem 16 The language factor 16 Cultural differences within the Reitervation . 17 Life near metropolitan areas 17 Life in rural areas 18 Additional factors 18 Cultural differences between psychometrist and respondent 18 Training of Navajo psychometrists 19 Navajo language version of evaluative instruments 19 Identification Process 20 Activities surrounding selection of identification process 20 Initial field testing 20 Previous testing policy 20 Need to monitor diagnostic and placement procedure . 21 Basic general aptitude versus verbal performance
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