We understand why teachers and administrators feel overwhelmed sometimes by the needs of their students. With crumbling buildings and limited books and computers at some schools, administrators feel lucky if they can offer special education as an option, much less individualized plans. We understand why teachers cling to assessment and referral methods that seem to bring order to chaos. Every teacher who cares about her students and who has high expectations will change lives. But to change systems takes time and financial resources that are often short at schools serving Indian students.
Some reformers believe that hope for the reservation communities future lies with tribal colleges.
This might seem surprising since responsibility for special education lies with K-12 schools. However, meaningful reforms require systemic change, which is taking root in some of the teacher education and paraprofessional training programs described in this issue. Gradually, tribal colleges and universities are increasing the number of Indian and non-Indian teachers who understand Indian students backgrounds, families, and vocabularies. These teachers are prepared to take students like my brother and like James by the hand and help them reach their dreams. Marjane Ambler is editor of the Tribal College Journal.