Mamâhtâwisiwin
| dc.contributor.author | Chesare Cardinal | |
| dc.date.accessioned | 2025-05-01T16:09:35Z | |
| dc.date.available | 2025-05-01T16:09:35Z | |
| dc.date.issued | 2021-01-01 | |
| dc.description | The purpose of this literature review is to begin the conversation on reforming Special Education policy and programming to become culturally inclusive for Nêhiyaw children. Exploring natural laws and traditional perspectives of how Indigenous people, specifically Cree, educated, integrated, and treated exceptional individuals will support answering the following questions, how First Nations culture (i.e. traditional teachings) can guide special education policy to become naturally inclusive? What educational environment is essential for the inclusivity of First Nations culture? | |
| dc.identifier.doi | https://doi.org/10.7939/r3-9ypx-gv14 | |
| dc.language.iso | en | |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc/4.0/ | |
| dc.subject | First Nations | |
| dc.subject | Special Education | |
| dc.subject | Ethical Education | |
| dc.title | Mamâhtâwisiwin | |
| dc.type | http://purl.org/coar/resource_type/c_1843 | |
| ual.jupiterAccess | http://terms.library.ualberta.ca/public |
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