Kitcheyan, C., Sanderson, P. R., Rosen-Reynoso, M., & Sotnik, P. (2017). Preliminary Investigation of a Tribal College’s Educational Supports for Individuals with Disabilities. Journal of Applied Rehabilitation Counseling, 48(4), 38-45.

Abstract

Native Americans have experienced a long history of colonization and genocide, which has had a devastating effect on the health, both physical and emotional, of native people (Young, 1994). This has ultimately affected many aspects of their lives including education. The aim of this qualitative study was to understand the perceptions of faculty and staff on a Midwestern Tribal College campus regarding disability and historical trauma. Participants completed an open-ended questionnaire related to disability, student accommodations, and historical trauma. Five themes emerged, including novel themes such as minimal disability knowledge, unidentified mental health issues, limited accommodations for students, recognition of historical trauma and variation in understanding historical trauma. The participants’ responses indicate a need for professional development to improve disability-related educational support. Further research is needed on Native American student effects of historical trauma to understand implications of retention and classroom accommodations. Implications for educators, researchers and rehabilitation counselors are discussed.