Clinical Issues in Providing Speech-Language Services to Native American Children With Disabilities

1997 ◽  
Vol 3 (3) ◽  
pp. 4-6 ◽  
Author(s):  
Christine Begay Vining
Keyword(s):  
Native American ◽  
Children With Disabilities ◽  
Clinical Issues ◽  
Language Services ◽  
American Children

Serving Native American Children and Families

1996 ◽  
Vol 27 (4) ◽  
pp. 373-384 ◽  
Author(s):  
Carol Robinson-Zañartu
Keyword(s):  
Native American ◽  
Learning Styles ◽  
Underserved Populations ◽  
World View ◽  
Belief Systems ◽  
Reference Points ◽  
American People ◽  
Language Groups ◽  
Traditional Language ◽  
American Children

As a group, Native American people are perhaps the least understood and most underserved populations in schools. Native American is a collective term, representing a large variety of cultures, language groups, customs, traditions, levels of acculturation, and levels of traditional language use. In the context of this variation, I raise and discuss a number of common patterns in their traditions and histories: world view and belief systems, acculturation stress, school-home discontinuity, learning styles, and communication patterns, which are useful reference points from which to develop more culturally compatible evaluation approaches. The ecosystems and dynamic/mediational approaches are suggested as promising.

scholarly journals Obesity Prevention in Preschool Native-American Children: A Pilot Study Using Home Visiting

2003 ◽  
Vol 11 (5) ◽  
pp. 606-611 ◽  
Author(s):  
Jean Harvey-Berino ◽  
Janine Rourke
Keyword(s):  
Native American ◽  
Pilot Study ◽  
Obesity Prevention ◽  
Home Visiting ◽  
American Children

The Politics of Cerebral Asymmetry and Racial Difference

2018 ◽  
pp. 79-108
Author(s):  
Michael E. Staub
Keyword(s):  
Native American ◽  
Racial Differences ◽  
Alternative Assessment ◽  
Right Hemisphere ◽  
Substantial Part ◽  
Cerebral Asymmetry ◽  
Minority Children ◽  
American Children ◽  
Social Scientific ◽  
The Right

Split-brain theorizing became the lingua franca of the 1970s and 1980s, with the left hemisphere considered the seat of rationality and language while the right hemisphere housed intuition and creativity. Expert and popular writing on cerebral asymmetry came to be directed to society’s privileged, who were encouraged to expand their right-brain potential with yoga, transcendental meditation, and biofeedback. At the same time, a substantial part of debates among neuropsychologists and related medical, social-scientific, and educational professionals revolved around the implications of such a revaluing of right-hemispheric skills specifically for African American, Latino, and Native American children. A remarkable array of experts began to affirm the existence of racial differences in intelligence while taking up a critique that “right-brained” (and often poor and minority) children were trapped in “left-brained” schools. Declaring IQ to be an inaccurate measure, psychologist Alan S. Kaufman in 1979 developed an influential alternative assessment scale specifically to expand what counted as intelligence and to include a range of creative, nonverbal, spatial, and emotional capacities—only to find that gaps in test scores between white and nonwhite children narrowed accordingly.

scholarly journals Native American Children and Their Reports of Hope: Construct Validation of the Children’s Hope Scale

2014 ◽  
Vol 24 (6) ◽  
pp. 1707-1714 ◽  
Author(s):  
Joanna O. Shadlow ◽  
Richard E. Boles ◽  
Michael C. Roberts ◽  
Lauren Winston
Keyword(s):  
Native American ◽  
Construct Validation ◽  
American Children ◽  
Children’S Hope Scale
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