Aboriginal Learning Knowledge Centre

This article is the second in a series commissioned by the Canadian Council on Learning (CCL) on issues related to disabilities and the themes of its five Knowledge Centres: Aboriginal Learning; Adult Learning; Early Childhood Learning; Health and Learning; and Work and Learning. The goal of this series is to raise awareness of the particular learning challenges facing Canadians with disabilities and identify practices that enhance their opportunities to learn.

The Aboriginal Learning Knowledge Centre is composed of a consortium of more than 80 organizations and individuals from across the country, working together to create a path for the improvement of Aboriginal learning in Canada. The Lead Organizations for the Aboriginal Learning Knowledge Centre are two key national institutions that have a rich and relevant knowledge base from which this centre will evolve: the Aboriginal Education Research Centre at the University of Saskatchewan and the First Nations Adult and Higher Education Consortium (www.fnahec.org).

Quality of life and the participation of First Nations learners in this world depend upon the creation of sustainable education systems built upon the recognition and integration of the worldview, culture, languages, values and inherent Treaty Rights of First Nations.

First Nations are creating and developing Lifelong Learning education programs and services based upon their own standards and needs. First Nations post-secondary institutions are lobbying federal and provincial governments for financial resources to support program delivery, research, capital requirements, training, special education teachers, professionals, learner assessment, program evaluation and the development of curriculum and support for the retention of First Nations languages.

First Nations learners want equality, inclusion, rights and responsibilities, empowerment and participation. Furthermore, First Nations learners with special needs must be fulfilled and protected through respect for their dignity, responsible caring, and integrity. What follows are examples of promising practices for students with disabilities within two treaty areas of Alberta.

The Kainai Board of Education (KBE) on the Kainai-Blood Indian Reserve and the Siksika Board of Education (SBE) on the Siksika Nation Reserve, both located within the traditional territory of the Siksikaitsitapi Blackfoot Confederacy in what is known today as Alberta, in spite of limited resources, are ingeniously addressing the needs of children who have disabilities and special needs. The Special Student Services Departments provide support to students, their families and schools to ensure that the children have the opportunity to achieve and develop to their full potential.

In the delivery of the Special Student Services program, students are identified through holistic assessment in collaboration with the specialists, parents, teachers, social workers, counsellors and traditional elders from the community. The students are provided with individualized instruction, small group pull-out and in-class support. As much as possible, students remain integrated with their peers in an inclusive educational setting.

The Special Student Services staff are highly trained. Many of the teaching assistants have completed the Special Needs Teacher Assistant Program, the Fetal Alcohol Spectrum Disorder Program and/or the Rehabilitation Practitioner Program delivered in collaboration with Red Crow Community College, Old Sun Community College, Lethbridge Community College, Siksika Board of Education and Kainai Board of Education.

Furthermore, Kainai and Siksika have 15 teachers who will graduate with a master's degree specializing in Special Education and Reading. The master's program was developed from indigenous Native American knowledge integrated with western knowledge from the Sinte Gleska University in South Dakota. The program was delivered in collaboration with Red Crow Community College, Kainai Board of Education, Siksika Board of Education, Old Sun Community College and the Treaty Seven First Nations Education Association. The facilitation of the KBE and SBE Special Education programs are administered by the Treaty Seven First Nations Education Association (TSFNEA), which is a partnership with the lifelong learning organization of the First Nations Adult and Higher Education Consortium (FNAHEC).

The Kainai Board of Education, located in the heart of Kainaisksakoyi (the Blood Reserve), has seven schools that have integrated Kainaysinni and lifelong learning into their curriculum. The majority of the teachers are from the Kainai Nation or of First Nations ancestry. The inclusion process of special needs students is implemented in all schools with the exception of the specialized curriculum addressing the needs of those students not compatible with the structure of K-12 schools. A brief summary of the schools are:

Two elementary (K-4) schools: Aahsopi located in Levern Community on the west end of the reserve. The students with special needs are a vital part of the school. Principal Carolyn Weaselfat has ensured that the staff involved in the care, teaching and implementation of services for students with special needs or disabilities are of the highest calibre. This area of the reserve is known for its retention of Niitsipohasin — the Blackfoot language. Most of the children are fluent in the language, enhancing the Blackfoot Immersion Program that was initiated in 1996 and is now taught up to Grade 6 in all KBE schools.

Saipoyi, located in Standoff, moved to a new school that opened in 2005, but is already too small for the community. The special needs program successfully meets the requirements of students with disabilities and special needs.

One middle school (Grades 5 to 8) located near the KBE complex: Tatsikisaapo'p is designed from the cultural knowledge base of Kainai and integrated with the middle school philosophy. There is a life skills program for students who require this functional curriculum. The communities of Standoff, Levern and Moses Lake along with the agencies of the Kainai-Blood Tribe work with these students to provide skills and work experience. The programs for students with disabilities and special needs are developed for inclusion and transferability to the community once the child leaves the school system.

One high school (Grades 9 to 12) located near the KBE complex: Kainai High received a retrofit several years ago, which enabled a redesign of the school to reflect the cultural and historical heritage of the Kainai people from before contact to the present. The life skills program continues from the middle school, and students enrolled in this program continue to receive support designed to meet their academic needs. Kainai High strives to meet the needs of the most disabled students by providing highly qualified support staff. The staff have ensured that these students are receiving the very best in all programs and grades, although additional resources would benefit those students who require specialized equipment.

Blood Tribe Youth Ranch: This facility is designed to meet the needs of students who have been through the Child Welfare system and require specialized treatment for behavioural or other issues. It is operated under a tripartite agreement between the province of Alberta, Indian and Northern Affairs Canada (INAC) and the Blood Tribe with the education component delivered by KBE.

Kainai Adolescent Treatment Centre: This centre is for students who have chemical dependency and require counselling and support for rehabilitation. Students are sent to this facility for three months before re-entering the school in which they are registered.

Kainai Alternative Academy: This facility houses students who are not able to function in a regular school environment. Education programs are structured to the needs of the individual student, and the teachers and support staff are highly qualified and trained.

Kainai has several innovative programs within the school system that meet the diverse needs of students who have FASD, are Medically Fragile or have other disabilities. The Therapeutic Riding Program is based on the traditional knowledge of the Kainai, Handicapped Riding in Lethbridge, Knowledge and Employment, Life-skills, D.A.R.E. program and Aisimohki Program, based upon the traditional/alternative sentencing/discipline of the Kainai. Also involved are the Kainai Alcohol Related Brain Injury and Circle of Friends Support Group, both funded by the Primates World Relief Development Fund and Kainai agencies. Debi Smalleyes facilitates the running of these programs.

In the early 1990s, Kainai and Siksika recognized the need to have highly trained staff to deal with an increased level of disabilities. As a result, KBE and SBE took the lead in lobbying to have special needs students recognized nationally by Indian Affairs and to have proper resourcing to address their needs. The national Special Education Program is seeking renewal of funding from INAC this year, and would like a funding increase to support the growing number of students with disabilities and special needs in First Nations communities across Canada.

Also taking place in Alberta is the work of Treaty Six Education. It is working with Intellinet Technology Solutions to develop the Dossier Student Information System, created to standardize the data collection and Individualized Program Plan special needs student information across Treaty Six First Nations. It is a userfriendly, web-based IPP program with levels of access for all education personnel within the school system.

Current data enables the education system to access information for decision- making and reporting. It is a reliable tool to help the education system manage information about students, especially students with disabilities and special needs. This system enables teachers to immediately access information to address the special services required; for the student, there is no long waiting period for records transfer or assessment. It is hoped that this project will be expanded to other First Nations communities.

The Canadian Council on Learning (CCL) is an independent, not-for-profit corporation funded through an agreement with Human Resources and Social Development Canada. Its mandate is to promote and support evidence-based decisions about learning throughout all stages of life, from early childhood through to the senior years. For more information, please visit www.ccl-cca.ca.

Resources

Christine Coleman (Coordinator), Debi Smalleyes (Administrative Assistant),
Kainai Board of Education Special Student Services.
Kainai Board of Education 2007 Annual General Meeting Special Student Services Report.
Madeline Calliou-Irwin, Special Education Consultant, Treaty Six.
Treaty Seven First Nations Education Association 2007. Calgary, Alberta.