Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

The Numbers Don’t Lie - Or Do They? Small Sample Size Hides Lived Reality of Representation of Native American Students in Special Education

  • Cheryl Wold, Ph.D. (Author) Northern State University image/svg+xml
    Cheryl Wold, Ph.D. is an Associate Professor at Northern State University in Aberdeen, SD. She primarily teaches undergraduate and graduate courses in special education. Her main research interests are special education, educator preparation programs, new teacher mentoring programs, and PK-12 education.
  • Alan Neville, Ed.D. (Author) Northern State University
    Alan L. Neville, Ed.D. is Superintendent and Special Education Director at the Waubay School District in Waubay, SD. He is a founding member of the South Dakota Department of Education Mentor Development Team. His main research interests are educational assessment, new teacher mentoring programs, and Native American Studies.
  • Pamela Monaghan-Geernaert, Ph.D. (Author) Northern State University
    Pamela Monaghan-Geernaert, PhD. is an Assistant Professor of Sociology at Northern State University in Aberdeen, SD. Her interests lie in culturally responsive education. She teaches South Dakota Native Americans Studies which is required for teacher certification in the state.
DOI
https://doi.org/10.64546/jaasep.516
Abstract
Native American students appear to be overrepresented in the special education population of PreK-12 schools. In 2021, the National Center for Education Statistics (NCES) reported that a higher percentage of American Indian/Alaska Native children were served by the Individuals with Disabilities Education Act (IDEA) than children in any other racial/ethnic group. In this study, the researchers surveyed and interviewed teachers and administrators in schools with high Native American student populations. They analyzed the survey results and anecdotal observations and examined the relationships among the IDEA Special Education Indicator Reports, the provision of special education services, and Native American values and contextual factors. According to this State’s Special Education Report Cards, almost without exception, schools with a high American Indian enrollment had much higher Child Count percentages. For example, it appeared that the State average for Child Count is 14.67%. However, in several schools with high Native American enrollment, the Child Count percentages were 20.75, 21.2, 21.17, 25.07, and 27.14.
Keywords
American Indian Students, Cultural Influences, Disproportionate Representation, Identification, Sample Size, Special Education
References

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There are 16 references in total.
How to Cite
Wold, C., Neville, A., & Monaghan-Geernaert, P. (2023). The Numbers Don’t Lie - Or Do They? Small Sample Size Hides Lived Reality of Representation of Native American Students in Special Education. Journal of the American Academy of Special Education Professionals, 18(1), 162-176. https://doi.org/10.64546/jaasep.516

Winter 2023

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  • Article Type Articles
  • Submitted December 22, 2022
  • Published February 15, 2023
  • Issue Winter 2023
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