-by Catherine Zuniga

    Woman and girls have always held distinctive roles within the Native American community. These role have withstood the test of time. In a discussion with Juan Zuniga, a bilingual educator with an emphasis on Hispanic and American Indian cultures, I found that women in the Native American society are very much so, encouraged to stay at home and be homemakers. They are far less likely to pursue further education and often find it hard to gain the support to complete high school. The importance of education among females in their society is not as predominant as in others (J.Zuniga). In some cases it is necessary for young Indian people to leave their homes and families to obtain an adequate education for the preparation of today's society (National Indian Child Conference 1979). They are also faced with being torn between modern American ways and their tribal customs and beliefs. Because of this it is often instilled in them that they are incapable of achieving. This sense of self worthlessness is handled in many ways, but one of the most common is alcohol abuse.

    Native American girls (because of their pressures) are effected greatly by the large spread abuse of alcohol abuse. Alcohol abuse is one of the greatest killers of Native American youth (1979). One of the major birth defects among Indian children is Fetal Alcohol Syndrome (B.Zuniga). Fetal Alcohol Syndrome, (FAS), is caused by consuming alcohol during pregnancy. It causes retardation, attention deficit disorder, facial deformities, or even death. Because of the high consumption rate of alcohol among the Native American culture and poor prenatal care, there are a number of children born in need of special care and special education. Increasingly, second and third generations of special needs children are being born, causing an alarming concern among the medical and educational societies (B. Zuniga). This need for is not higher than other ethnic backgrounds, but it is a reality.

    The study of women and the treatment and causes of special education has been ongoing for sometime, however, it has not been until recently that ethic considerations have taken place. It has been found that some defects are caused genetically, such as muscular dystrophy, cystic fibrosis, and Down Syndrome. Women carry and pass along the specific gene, but are not effected by the disease itself (B. Zuniga). In the past, people born with defects such as these, were subject to abuse, condemnation, or destruction. Another tragic reality of the past is that ethnic handicapped people, especially ethnic women, were taken advantage of and then ignored (Winzer 1993). Thankfully the times have changed, however, now it is up to the parents of the handicapped children to seek out education and other helpful resources. Some parents don not feel the need to play an active role in their child's education. More so than not, the do not feel the need to play a role in their daughters education. There is a greater sense of sensitivity for girls in special education. This is most true when in respect to handicapped ethnic girls. Included highly in this is the Native Americans. Because of their attitude towards women in their families and cultures, it is hard for them to seek out a good education for their special needs children, but especially their female children. Education for their female special needs children is not sought out because of the belief that females are the inferior sex. This mentality has been improving, however, with the increasing number of Native Americans living outside of the reservations and the decline of residential schools (B.Zuniga).

    There are now existing laws for all of the states and federal Indian reservations to follow concerning the education of special needs children. Included within these laws are Native American women. Most of the laws were created in order to give the special needs person and their families rights. Each state also has the ability to enforce their own laws an regulations within the confines of the federal laws. When in respect to Native Americans, there are organizations set up to inform them and explain to them their rights. One of the organizations within the state of Arizona, The Phoenix Indian Center, placed together a handbook about the education of Native American students. Included in this handbook is a section of the rights of special education students. It states the following:
        Every student certified in need of special education in Arizona, is entitled to a free and appropriate education.
        You have the right to obtain appropriate programs and services elsewhere at the school system's expense if the school cannot provide what is needed.
        You have the right to be educated as close to home as possible and, to the greatest extent feasible, with non handicapped children.
        You have a right to review, inspect, and copy your school records and give permission to anyone of your choosing to see those records.
        You have a right to be notified in advance of any proposed changes in your educational program and to be present at all meetings to review or revise your special educational program.
        You have a right to have anyone, your parents, a friend, a lawyer, attend any meetings with you to assist or represent you.
        You have a right, if you disagree with any part of your special education program, to request an impartial hearing.
        Your complaint should be put in writing and sent to the superintendent of schools.
        If you and your family do not feel your special education placement is right, you can have an evaluation of your special education needs done by an outside professional (Dale 1982).

    There is one main law, that is a federal law, that inflicts the most rights to any special needs person and their family. This law is P.L.94-142. The law states that all exceptional children from the age of three through twenty-one must receive a free an appropriate education in the least restrictive environment (Foster 1980). The parents are supposed to play a big part in the influence of their child's education. Before the child in question can even be evaluated, a written parental permission has to be obtained, after the parent has been informed of the situation in their native language. Because of the gender roles and attitudes within the Native American community, many potential special education students are being passed over. Though this is a problem, the P.L.94-142 law has had an impact on the Native American community (Foster 1980).

    One of the supporting organizations of equal education, as well as quality education for American Indians is the Bureau of Indian Affairs. The Bureau of Indian Affairs (BIA) operates some 200 federal schools for the Native Americans. The total population is approximately 50,000 students and out of these, some 19,000 are in need of some special education services (BIA 1976). The BIA has schools located in 17 stated, including Arizona. These schools are run by the government, so tribal units and other Native organizations may operate educational facilities independently. In fact, the majority of states look upon these schools as being private (BIA 1976). Although the number of handicapped children is high in the BIA schools, it is also known that part of the reason is the language barriers (Grossman). Training of paraprofessionals, such as liaison people, teaching assistants, social workers, para counselors is encouraged for Native American women. It has been shown, mothers of special needs children are more likely to follow the direction of others from their own culture. There is a common bond and receiving trust. It also helps to eliminate the language barrier. Educators, however, are usually not Native American. Because of this many Native Americans are encouraged to seek out help in evaluating the needs ot the special child. These organizations are in place to help with other needs of the special needs person and their families (Resource Directory 1981). A federal program called Cild Find helps young mothers. including those on the reservation, to develop parenting skills. It is with this help and others like it, that a hope of a decline of special needs children may be seen (B.Zuniga).

    Special education is now a way of equal education for all. This includes all races and sexes. The laws in place are to enforce these matters. The exception is when parents do not get involved because of cultural beliefs or lack of knowledge. This is the main problem seen among the Native American society. There is support out there, however, it is up to the parents to go out seek this help. The progress of gaining a quality education for the special needs Native American children is moving forward constantly and because of this, equal education will eventually succeed.

Bureau of Indian Affairs. "Special Education For American Indian and Alaskan Native Children." U.S.  Department of Health, Education, and Welfare National Institute of Education, 1976.

Dale, Michael, and Others. "Your Rights: A Handbook for Native American Youth in Arizona." Washington, D.C.: Office of Juvenile Justice and Delinquency Prevention, 1982.

Foster, Carl G., and Gable, Emma. " The Indian Child in Special Education: Two Persons' Perceptions." ERIC, 1980.

Grossman, Herbert. "Special Education In A Diverse Society." Allyn and Bacon: Boston, 1994.

"Report of The National Indian Child Conference." Administration for Children, Youth, and Families:    Washington, D.C., 1979.

"Resource Directory: Migrant and Indian Exceptional Children." Department of Education: Washington, D.C., 1981.

Winzer, Margret A. "The History of Special Education From Isolation to Integration." Gallaudet University Press: Washington, D.C., 1993.

Zuniga, Barbara. Personal Interview. March 26, 1999.

Zuniga, Juan. Personal Interview. March 25, 1999.
 
 
 
 

Services for Native American Special Needs Children

-Provided by The Indian Education Training Inc.

1. BIA Social Services
This agency provides the following kinds of services: Child identification activities, family and social workers, parent transportation to IEP meetings and student transportation for related services. Prosthetic devices may be secured from this agency as well.
Phoenix area office
    Area Director
    P.O. Box 7007
    Phoenix, Arizona 85011
    (602) 241-2305

2. Indian Health Services: Hospitals and Clinics
Services may range from diagnostic to orthopedic to mental health care. Services of particular interest to special education programs are: child identification and diagnosis, psychological and psychiatric treatment, physical therapy, speech, hearing, and vision, and neurological examinations. The range of services may vary according to site.
Phoenix
    Phoenix Indian Medical Center
    4212 North 16th Street
    Phoenix, Arizona 85016
    (602) 263-1200
Tucson
    PHS Indian Health Clinic
    San Xavier
    Tucson, Arizona 85734
    (520) 792-6192

3. Indian Children's Program
Some school districts in Arizona may make eligibility for contracted diagnostic and therapeutic services through the Indian Children's Program for children.

4. Crippled Children's Services (CCS)
This program is funded jointly by states, county governments, and the Bureau of Community Health Services. CCS may maintain clinics on or near reservations and share in health care delivery with the Indian Health Services.
The State office for Arizona is:
    Arizona Children's Hospital
    Dr. Warren A. Colton, Jr.,
    Director
    200 North Curry Road
    Tempe, Arizona 85281