“If you are interested in making a difference in the lives of individuals with developmental disabilities, consider NETC’s Disability Support Worker Program. This 3-Semester program of study you will be provided with the knowledge and skills required to support people with developmental disabilities to live in dignity, participate and share in all aspects of life. Students will learn strategies for providing support in ways that are respectful of the dignity and individuality of each person with whom they work.”
“Making diabetes education available to community members is essential to the wellbeing of your community. As a Diabetes Worker, part of your job is to increase the knowledge of other health professionals and providers in the community who are involved with the care of people with diabetes, ensuring continuity and quality of diabetes care for the client.”
“This program is designed to provide participants with the skills and knowledge they need to effectively manage health care service, and act as a community health representative and advocate.”
“The purpose of this study was to determine how school and family connectedness were associated with delinquent and health promoting behaviors, and whether school attendance was associated with delinquency and health status for First Nations youth.”
“A collection of pivotal papers from 1986-1993 on bilingualism and bilingual education, grouped in sections on policy and legislation, implementation of bilingual policy in schools, bilingualism in instruction, and using the bilingualism of the school community. Articles conclude with suggested student activities and discussion questions, encouraging students to take on an advocacy-oriented role.”
“Language and Literacy Teaching for Indigenous Education provides the academic and theoretical evidence to support what many indigenous parents, bilingual aides, elders, and school board members simply know is "good practice." Francis and Reyhner also provide a significant amount of research-based evidence that policy makers-especially those not directly involved at the classroom or community level-can use, at state and federal levels, to argue for the short- and long-term academic benefits of certain models and approaches for bilingual education.
“This is a discussion of the life and death of three indigenous languages in eastern Canada. Demographics and contexts of language shift are reviewed, emphasizing particularly the sharp contrast between a revival focus for Mohawk and a maintenance focus for still thriving and broadly literate Inuktitut. Issues of identity and ownership are addressed through both in school and community out-of-school language use controversies and efforts, ranging from teacher education to organized community programs to family and everyday life practices.
“Guiding Readers and Writers (Grades 3-6) is one of the most comprehensive, authoritative guides available today. It explores all the essential components of a quality literacy program in six separate sections.”
“This paper describes a U. S. Department of Education Title VII funded language preservation program at Leupp Public School in the Navajo Nation. Funded in 1997 for five years, this school-wide project is designed to help students become proficient speakers, readers, and writers of Navajo while enhancing their English language skills and preparing them to meet state academic standards. The program com-bines Navajo immersion with ESL inclusion, literacy initiatives, sheltered English/Navajo, parental involvement, and take-home technology.
“In formulations of school improvement and change, teachers all too frequently are positioned as the passive recipients of top‑down curricular mandates. This is especially problematic in indigenous settings when school administrators are imported from outside the community. Here we describe one school change effort in which those relations are being reversed, as Navajo bilingual teachers take charge of pedagogical transformation.
