Reflections of a Special Education Administrator in a Northern First Nations School

• Main Author: Morin, Trudy Lynn
• Format: Other/Unknown Material
• Language: unknown
• Published: University of Saskatchewan 2001
• Subjects: First Nations
• Online Access: http://hdl.handle.net/10388/7900

The purpose of this project was to give an insight into a special education administered area in a northern First Nations school from the perspective of a First Nations educator. It gives the reader insight into a multi-faceted role of the special educator. Through compilation of reflective journal writing the writer shares her experience in the First Nations school as a special educator. The study was undertaken in a three month period using reflective journals. The reflective journals included: (l) day to day activities; (2) the role of the special educator; (3) the various responsibilities of the special educator; (4) the on-going community involvement; and (5) the continuous contact with other professional organizations outside the community. The study revealed that the special educator's role is multi-faceted and has multi-responsibilities attached. The ability to speak a First Nation language was important because the dominant language spoken by the community was Woodland Cree. The writer also found that having an administrator that was supportive was important. In conclusion, the special educator in a northren First Nations school has many roles, with various responsibilities attached. The special educator's role has changed from the traditional paradigm of administering special education, to the present multi-faceted role of the special educator. The administrator's guidance and support is also of importance.