American Indian children with disabilities: The impact of culture on health and education services.

Joe, Jennie R.

doi:10.1037/h0089829

Cited by 14 publications

(10 citation statements)

References 12 publications

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“…Out of a traditional respect for authority, however, they may continue to defer to professionals, yet fail to cooperate with professional recommendations or even to respond to invitations to participate. (p. 475) For instance, Joe (1997) notes that many Native American families, "aware that mainstream society has the power to determine what resources will be made available to those with disabilities and by whom" (p. 253), will quietly refuse services or withdraw from interaction with the agencies when faced with a con ict. Studies indicate that this practice of agreeing and "then going away and saying they do not like the decisions that were made" (Harry, 1992a, p. 480) frustrates many professionals and often leads to misunderstanding (Bernheimer & Keogh, 1995;DeGangi et al, 1994;Harry, 1992aHarry, , 1992b and, in some instances, to parents being labeled "non-compliant"-a term, asserts Fadiman (1997), that implies "moral hegemony" and coercion rather than mediation (p. 260).…”

Section: The Technical Rationalist Model Of Professionalismmentioning

confidence: 96%

Equity and Advocacy Expectations of Culturally Diverse Families’ Participation in Special Education

Kalyanpur

Harry

Skrtic

2000

International Journal of Disability, Development and Education

184

159

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The authors contend that the equity and advocacy expectations imbedded in the legal mandate for parent participation in the special education decision-making process directly contradict the hierarchy of professional status and knowledge on which the positivist paradigm of professionalism is based, and are also in con ict with the values held by many families from culturally diverse backgrounds, contributing to low levels of participation and advocacy. They argue the need for professional education to incorporate opportunities for professionals to identify the cultural assumptions imbedded in the eld of special education towards more balanced and effective collaboration.

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Section: The Technical Rationalist Model Of Professionalismmentioning

confidence: 96%

Equity and Advocacy Expectations of Culturally Diverse Families’ Participation in Special Education

Kalyanpur

Harry

Skrtic

2000

International Journal of Disability, Development and Education

184

159

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“…Because of the infant's developmental stage, the Cherokee mother selects health care for her infant. The Cherokee mother selects either biomedical health care and/or traditional medicine for her infant (passive forbearance) (Dubray & Sanders, 1999;Joe, 1997;Wuest, 1991). The Cherokee mother teaches her infant patterns of health care so that he can learn to live coordinately with alterations in well-being rather than in conflict with them (Rogers, 1970, p. 123).…”

Section: Accommodating Health Perspectives Health Is Conceived As Opmentioning

confidence: 99%

The Infant Caring Process among Cherokee Mothers

Nichols

2004

J Holist Nurs

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The purpose of this study was to identify the social process of infant care among Cherokee mothers. Nineteen informants, who had an infant less than 2 years of age, were interviewed. The data were analyzed using the technique of constant comparative analysis. A social process of Indian infant care among Cherokee mothers was identified. Eight conceptsemerged from data analysis. The first and principal concept, being a Cherokee mother, describes the functions of being an Indian mother in Cherokee society. The other seven concepts describe the patterns of cultural care the mothers provided to their infants. These included accommodating everyday infant care, accommodating health perspectives, building a care-providing consortium, living spiritually, merging the infant into Indian culture, using noncoercive discipline techniques, and vigilantly watching for the natural unfolding of the infant. Trustworthiness and credibility of the generated theory were evaluated through multiple measures.

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“…Disability is defined differently in AI communities than it is in mainstream culture (Joe, 1997;Pichette, Garrett, Kosciulek & Rosenthal, 1999;Siantz & Keltner, 2004). Most tribal languages do not contain a word for disability (Conners & Donnellan, 1993;Joe, 1997;Siantz & Keltner, 2004).…”

Section: Review Of Literaturementioning

confidence: 99%

Culturally Competent Research with American Indians and Alaska Natives: Findings and Recommendations of the First Symposium of the Work Group on American Indian Research and Program Evaluation Methodology

Caldwell¹

2005

AIANMHR

115

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Hard copies of monographs and back issues (Volume 1, Issue 1 through Volume 8, Issue 3) are available for purchase. Prices and ordering information can be found at http://www.uchsc.edu/ai/ncaianmhr/pdf_files/Journal_Order_Form.pdf. This article describes the collective experience of a multidisciplinary network of researchers, practitioners, and program evaluators who support appropriate research and evaluation methods in working with Native peoples. Our experience underlines the critical importance of culture in understanding and conducting research with the diverse populations of American Indians and Alaska Natives, and documents the need for community-based, collaborative, participatory action research. We discuss the major findings of the first American Indian Research and Program Evaluation Methodology national symposium, and articulate a set of 20 guiding principles for conducting research and program evaluation.Keywords: American Indians and Alaska Natives, Community-based Participatory Research, Participatory Action Research, CultureThis article presents a call for systematic change in how research and program evaluation are conducted in Indian Country. 3 The authors do not intend to offer innovative research and evaluation methods; rather, we draw upon our collective experience, much of it based on working with individuals who have chronic illnesses and disabilities, to offer consolidated documentation for requiring that research and program evaluation in Indian Country be participatory. Further, we offer 20 guiding American Indian and Alaska Native Mental Health Research Copyright: Centers for American Indian and Alaska Native Health Colorado School of Public Health/University of Colorado Anschutz Medical Campus (www.ucdenver.edu/caianh) 2 VOLUME 12, NUMBER 1 principles, derived through the First Symposium of the Work Group on American Indian Research and Program Evaluation Methodology (AIRPEM), that we believe are basic to culturally respectful research and program evaluation. While the purposes of research and program evaluation activities often differ, the methods employed may be quite similar; for this reason, reference to research throughout this article can generally be assumed to apply to program evaluation as well.The special circumstances of American Indians and Alaska Natives (AI/ANs) affect research, program evaluation, and service delivery in Indian Country. In this regard, two fundamental considerations merit particular mention: tribal sovereignty and diversity. Tribal sovereignty means that AI/AN communities are sovereign political entities, each with its own form of governance, culture, and history. Second, AI/ANs are often mistakenly viewed as a single ethnic minority population (also referred to as the homogeneity assumption). In fact, over 560 Native nations and tribal entities exist in this country, constituting distinct cultural as well as political groups. In Alaska, for instance, there are at least four different cultural groups often referred to as Alaska Natives: Eskimos, Ale...

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American Indian children with disabilities: The impact of culture on health and education services.

Cited by 14 publications

References 12 publications

Equity and Advocacy Expectations of Culturally Diverse Families’ Participation in Special Education

Equity and Advocacy Expectations of Culturally Diverse Families’ Participation in Special Education

The Infant Caring Process among Cherokee Mothers

Culturally Competent Research with American Indians and Alaska Natives: Findings and Recommendations of the First Symposium of the Work Group on American Indian Research and Program Evaluation Methodology

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