Native American Rehabilitation

A monograph prepared by:
Region VIII Rehabilitation Continuing Education Program
University of Northern Colorado in cooperation with
The Consortia of Administrators for Native American Rehabilitation

• Forward
  
• Introduction
  
• CANAR/Section 130 Monograph Responses (by state)
  • Alaska
  • Arizona
  • Idaho
  • Minnesota
  • Mississippi
  • Montana
  • New Mexico
  • North Dakota
  • South Dakota
  • Oklahoma
  • Washington
  
  
• Appendix A - Canar/Section 130 Descriptive Questions
  
• Appendix B - Americans With Disabilities Section 130 Projects Roster
  
• Appendix C - Canar Membership List
  

Too frequently we forget the eloquent call of philisophers who remind us of the worth of life unexamined. It is important in our buisness to embrace the evolutions and continuous improvement that emerge from our diversity in rehabilitation. Such appreciation is the impetus for this document. The goal is to describe the status of rehabilitation on the Indian reservation from the perspective of the provider of direct service.

This monograph was devloped with imput from a number of organizations and institutions committed to vocational rehabilitation of persons with disabilities who reside on American Indian reservations. The collaborating groups are The Consortia or Administrators for Native American Rehabilitation, The National Consortia or Regional Rehabilition Continuing Education Programs, and the Rehabilitation Services Administration.

The intent of the monograph is to provide insight to the various nuances or rehabilitation for persons with disabilities as implemented on Native American Reservations. Few opportunities are afforded the Native American rehabilitation project personnal to share their own perspectives regarding the range, extent and qualityor their rehabilitation practices. The hope is that as individuals, other Native American tribes, and communities review the monograph, they will consider implementing similar projects to posatively affect the lives of persons with disabilities who reside on reservations.

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The Consortia of Administrators for Native American Rehabilitation (CANAR), in conjunction with the Region VIII Rehabilitation Continuing Education Program, began in early 1994 a process of researching and compiling data on Native American Rehabilitation Section 130 projects across America. This study was undertaken to provide functional information for rehabilitation counselors, administrators, tribal governments, tribal colleges, Indian Health Services, Bureau of Indian Affairs, and the Federal government.

This monograph establishes an information data base that serves dual purposes. First, the monograph, by including more than the standard data usually found in directories, provides information to key stakeholders and policy makers about the unique diversity of rehabilitation projects now in place on the reservations across America. Secondly, the monograph showcases exemplary Section 130 projects.

The initial focus of the study in early 1994 was on agencies that were current members of CANAR, primarily representing Region Vlil, which includes Colorado, Wyoming, Utah, North Dakota, South Dakota, and Montana. This past year, however, CANAR expanded to include projects throughout the country, giving the consortia national membership. To this end, the study was expanded to include new consortia members. With the expansion of the study, experts from other regions of the country were utilized to assist in the development of the monograph.

The methodology for data collection was jointly developed to reflect the uniqueness of each project and the people served. Consistent with the selected methodology, personal interviews and phone follow-up calls were conducted with all 130 Projects, twenty-two in all. In addition, a list of ten questions was developed and distributed to the targeted Section 130 Projects for written response. Just as qualitative questions about services to individuals with disabilities have been successfully utilized in other research, that approach was replicated in this effort. The questions were divided into two sections, one addressing descriptive information about the people, history, and geography and the second including more qualitative information about the program and services offered by the projects. This monograph reflects the compilation of the data collected from these varied sources.

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The Navajo Nation
Office of Special Education and Rehabilitation Services
P.O. Box 308
Window Rock, Arizona 86515

Section One - Descriptive Information

1. Describe the reservation in terms of geography, People, language and government.

The Navajo Nation is 25,000 square miles, divided into five agencies which extends into the states of Arizona, New Mexico, and Utah, with a total Navajo population of 219,000. Navajo language is still the primary language in the extended family. Navajo Nation operates under a three branch government of Executive, Judicial and Legislative with 101 council delegate members, Speaker of the House, President, and Vice President, and local community chapter officials.

2. Describe the maJor health issues addressed by the rehabilitation and medical services on the reservation.

Indian Health Services is the primary medical service provider that coordinates with the Navajo Nation to address major health issues on the reservation in conjunction with the Division of Health Services. Navajo Nation Office of Special Education and Rehabilitation Services (OSERS) coordinates with agencies in delivery of rehabilitation services.

3. Describe the employment/economy education system and the cultural kinship systems in place.

The unemployment rate is 30+% due to poor economy. The primary employment agencies are Navajo Nation, Indian Health Services, Bureau of Indian Affairs, and schools. In addition, employment is available from private companies such as communications, utilities, lumber mill, the tribal college, and small businesses.

The education system consists of Headstart1 public education, Bureau of Indian Affairsl and contracts which are governed by the local school board. There are also mission schools. One tribal college branches into the five agencies. Navajos also enroll in university branch colleges in border town areas of the reservation.

The kinship/clan system is still practiced by the Navajo people. Clans are recorded on marriage licenses by the Navajo Nation courts to prevent intermarriage within the same clan. The belief is that marriage of the same clan brings disharmony to the family with the birth of a disabled child. Kinship/clanship is used for greetings and identification of your relationship to a person.

Section Two - Program and Services

4. How is rehabilitation viewed by the community, culture, consumers, hmily and social structure?

The Navajo Nation, in general, is still learning about rehabilitation as it relates to culture, family and the social structure. As in most cultures, Navajos take care of their own and some believe it brings shame to the family to receive outside assistance, but that is changing.

5. How is rehabilitation difhrent today from the practices five years ago? Twenty years ago?

Rehabilitation is one of the major service providers on the reservation as it was twenty years ago and even five years ago. The Office of Special Education and Rehabilitation Services (OSERS) is responsible for the establishment and growth of rehabilitation through changes and awareness.

6. What makes rehabilitation unique or exemplary on your reservation?

The Navajo Nation was the first Indian vocational rehabilitation agency to operate and provide vocational rehabilitation services to its people with disabilities and is the leader that changed legislation to establish Section 130 Projects. It operates within three vocational rehabilitation state agencies and three Rehabilitation Services Administration regions.

7. What are the characteristics of persons with disabilities on your reservation?

Characteristics of persons with disabilities on The Navajo Nation are unique with each individual. Due to a lack of services and accessibility, there is frustration and hopelessness in some cases. There are some who have taken the initiative to serve on committees to address disability issues, but input from the disability population is still limited because the welfare system and politics have made the Navajo people more dependent than independent. More are inclined to access services and believe employment or independence are impossible.

8. What do you see as the needs and wants of individuals with disabilities on the reservations? What are the immediate concerns of persons with disabilities on your reservation?

Individuals with disabilities on the reservation need and want accessible services and easy access such as home based services. Other needs and wants include accessible housing with modern conveniences, assistive devices? and support systems. There need to be more individuals responsible in their rehabilitation, independent living, and in general.

9. What is the future of rehabilitation on your reservation andl from your perspective, for the Native American Nations?

The future of rehabilitation on The Navajo Nation depends on permanent funding with Rehabilitation Services Administration and program expansion which includes additional support staff, economic development for training and employmentt and expansion of technology.

Native American Nations need to support each other and the growth of the Consortia. It will be the vehicle towards (1) change in legislation, (2) issues and coordination with state agencies to be more accountable and responsible for services to Native Americans with disabilities, and (3) more qualified Native American professionals in the rehabilitation system.

10. what role does technology play in the lives of individuals with disabilities on your reservation?

Technology is limited on The Navajo Nations. Funding through New Mexico Division of Vocational Rehabilitation allows us to establish a loan bank for assistive devices on a small scale. We are exploring ways to apply for a technology grant to access more service in this area.

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Shoshone Bannock Tribes
Vocational Rehabilitation
P.O. Box C
Fort Hall, Idaho 83203

Section One - Descriptive Information

1. Describe the reservation in terms of geographyt people, language, and government.

The Fort Hall Indian Reservation consists of 500,000 acres and is located in southeastern Idaho. The major industries on the reservation are cattle production, farming, and phosphate. There are 5,114 people living on the reservation: 3,035 American Indians, 1,882 Caucasians, and the remainder are of Hispanic and other origins. Per capita income is $4,610.00 and 3,016 individuals are considered to live in poverty status. The languages of all reservation residents are English, American Indian (various tribes) and Spanish. The largest government body on the reservation is the Shoshone Bannock Tribes who governs all business on the reservation, land use and naturally existing resources. Other government bodies on the reservation are county and city who work with the tribal government to ensure reservation policies are followed by non-lndian individuals.

2. Describe the major health issues addressed by tho rehabilitation and medical servicos on tho roservation.

The major health issues addressed by the Rehabilitation and Medical Services are alcohol, drug abuse, diabetes, Fetal Alcohol Effects (FAE)/Fetal Alcohol Syndrome (FAS), traumatic brain injury (TBI), mental health, and various physical ailments

3. Describe the omploymont/economys education systom and the cultural kinship systems in place.

Employment on the reservation consists of employment with the Bureau of Indian Affairs (BIA) Indian Health Services (IHS), Tribal Government, J.R. Simplot Co., FMC Corporation, and various farming operations. The current rate of unemployment for American Indians registered with the Tribal Employment Rights Office is 40% The reservation educational system consists of an elementary school operated by the state school district and a junior and senior high school operated by the tribal government and BIA.

The Shoshone and Bannock people are originally from what are now the states of Wyoming, Utah, Nevada and Idaho. The Bannocks, who have a similar culture but a different language, were originally Northern Paiutes who left Nevada and Utah to move to Idaho and became known as Bannock. Most members of the Shoshone Bannock Tribes currently reside on the Fort Hall Indian Reservation and have extended families in Utah, Nevada, and Wyoming.

Section Two - Program and Services

4. How is rehabilitation viewed by the community, culture, consumers, famib and social structure?

Rehabilitation is viewed in a positive light by reservation residents and especially by consumers of rehabilitation services. The entire staff of the 130 Project are enrolled members of the tribe which lends an element of uniqueness to the project on the reservation. The project provides services to the family and incorporates cultural, social, and community values in the rehabilitation plan.

5. How iS rehabilitation different today from the practices five years ago? Twenty years ago?

Rehabilitation today is different from our practices five years ago in that we have gained a substantial amount of knowledge and experience that allows us to provide good rehabilitation to our clients. Five years ago, the project was in its second year and vocational rehabilitation counselors were still learning what rehabilitation was about. Twenty years ago, the state vocational rehabilitation agency was responsible for serving Indian clients.

6. What makes rehabilitation unique or exemplary on your reservation?

Our rehabilitation project is unique in our ability to start innovative ventures to provide culturally relevant evaluation and training to our vocational rehabilitation clients. For instance, our 130 Project started a community rehabilitation program on the reservation, and all employees are American Indians. Evaluation and training are conducted by American Indians who are sensitive to the needs and background of the Indians that are served.

7. What are the characteristics of persons with disabilities on your reservation?

All clients are members of the Federally Recognized Indian Tribes. All clients must reside on the reservation. All clients have a disability that prevents them from obtaining or maintaining employment.

8. What do you see as the needs and wants of individuals with disabilities on the reservations? What are the immediate concerns of persons with disabilities on your reservation?

The needs and wants of individuals on our reservation and their immediate concerns are: (a) Can they attain employment on and off the reservation and employers understand the limitations they (clients) have due to their disability?; (b) How can clients go to work when

there is no public transportation to take them to their place of employment?; (c) Will employers understand clients' need to work part-time and/or be understanding when they are gone from work a lot due to their disabilities7

9. What is the future of rehabilitation on your reservation andw from your perspective, for the Native American Nations?

The future of rehabilitation looks good as it is a needed element of the tribal structure. Our project works closely with the Indian Health Service, mental health, human services, school districts and the Bureau of Indian Affairs. There is a basic need for vocational rehabilitation services due to the high rate of Fetal Alcohol Effect / Fetal Alcohol Syndrome, alcoholism, and severe learning disabled. As for all Indian tribes, I see a need for vocational rehabilitation programs on every reservation as vocational rehabilitation services are minimal from state vocational rehabilitation agencies.

10. What role does technology play in the lives of individuals with disabilities on your reservation?

The role technology plays on our reservation in relation to individuals with disabilities is a major factor in the rehabilitation process. There are no suppliers of technology located on the reservation so we have to purchase it from medical centers. In the case of adaptive equipment, we purchase it from suppliers in large cities off the reservation. We utilize our vocational rehabilitation counselors and local people when job accommodations and job restructuring are needed.

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Red Lake Indian Reservation
Red Lake Tribal Social Services
P.O. Box 427
Red Lake, Minnesota 56671

Section One - Descriptive Information

1. Describe the reservation in terms of geography, people, language and government.

Geography: Geographically, we are located in north central Minnesota. Topographically, our most identifiable feature is our lake; it is the largest body of fresh water located entirely within the boundaries of the continental United States. The natural beauty is difficult to define in written words.

People: The Red Lake Nation is an Ojibwa Tribe; we are the Red Lake Band of Chippewa Indians. We are a very proud Nation. We are one of two reservations in the entire United States that has remained &&closed," meaning that we did not allot our land to individuals who could in turn &&selltt their land to non-tribal entities. In terms of census data, based upon our figures, the population on the Red Lake Indian Reservation is approximately 5,500. We have a total tribal membership enrollment of 8,008 (as of 3/8/94, prior to the last enrollment meeting).

Language: The true language of our people is Ojibwa. The English language is the predominant language now written and spoken.

Government: We have our own Government; we are a sovereign Nation. Our government officials are selected to serve on our Tribal Council by majority of vote (via election). The term/tenure is four years with no set limits as to the number of terms one can serve. Our Tribal Council officials consist of our Tribal Chairman, Tribal Secretary and Tribal Treasurer. We also have two District Representatives from each of the four Reservation Districts: the communities of Red Lake, Little Rock, Redby and Ponemah. The Tribal Council was organized on April 18, 1918. The revised Constitution and Bylaws was effected on January 6, 1959.

The Chief Council of 1889 consisted of seven Chiefs, each Chief representing an individual clan of the Red Lake Tribe and each clan having a specific purpose in tribal duty. For many generations, the chieftainship has been inherited by the eldest son. We now have the Advisory Council of Hereditary Chiefs. Our Nations flag portrays the silhouettes of the seven clans. Our reservation literature names the Chief Council of 1889 to honor the work they have done for our Tribe.

2. Describe the major health issues addressed by the rehabilitation and medical services on the reservation?

As a program, we may begin addressing issues as they pertain to the individual clients that we work with, strengthening identified services as needed. At present, the medical services on the reservation are fundamental. The initial groups that we see now consist of traumatic brain injuries (TBI), Down Syndrome, physical impairments, and diabetes. We may have a potentially higher rate of mental disorders (emotional/behavioral) including learning disabilities, mild to moderate mental retardation (suspected to be fetal alcohol effects), alcoholism, and also physical impairments resulting from automobile accidents.

3. Describe the employment/economy, education system and the culturel consumers hmily and social structure?

Employment/economy: Reservation economy remains an issue of dire concern. The unemployment rates on our reservation are estimated as ranging from 30 to 35% for the labor force above the age of 21.

Education system: The special education provided to our disabled population is marginal at best. Our program has initiated meetings with the special education staff to address methods in strengthening this network.

Cultural kinship system: The clan system was mentioned in an earlier section of this monograph response. The familial system of our tribe is best described as matriarchal in which the dominant authority of family is the woman. There is also an important role that uncles serve. The uncle serves as the father figure for families during the absence of the father. We also have a strong extended family network that plays a very important role in our tribal familial system.

Section Two - Program and Services

4. How iS rehabilitation viewed by the community culture, consumers, family and social structure?

Community: The rehabilitation concept is well received and individuals are very supportive. There is a popular belief that this has been needed for a very long time.

Culture: Culturally, the belief is that each and every individual member should have every opportunity to feel they are making contributions towards the well-being of our tribe. We want to provide recognition to our disabled population so they can realize that their contributions are extremely significant.

Consumers: A conversation with one of our clients summarizes the great importance of our work. "I question. finally found somebody that really wants to help me out... I'll work really hard... You know what? one day, I want to tell my little girl, I got a job now."

Family: The actual presence of available services has provided needed encouragement to family members of the disabled. The incorporation of family involvement needs to be emphasized when working with the individual client. The communica tion from family shows a great deal of concern and desire to provide the required support to assist in the individual planning. Without family support, the factors of essential encouragement may be eliminated and success jeopardized. Persuasive communication of a positive nature needs to be heard to instill a beneficial attitude.

Social structure: We have seen a great deal of (over) protection. Although well-intended, the family has unintentionally created a social isolation issue. The rehabilitation process allows for (re) introduction of the client into the social structure while working towards improvement in life. As our program progresses, we are able to provide more socially interactive environments for the clients that we work with. Our client incentive planning during the evaluation and testing regiment also allows for the immediate community integration for the individual.

5. How iS rehabilitation different today from the practices five years ago? Twenty years ago?

It is our Nation's "rehabilitation beginning" as far as contemporary vocational aspects are concerned. Although we are relatively new to the entire process, we have already achieved accomplish ments. The "vocational rehabilitation process" was non-existent twenty years ago.

6. What makes rehabilitation unique or exemplary on your reservation?

Our close-knit community allows for the rehabilitation introduction to be accepted without When our community members are working within the rehabilitation program, the staff is already known personally by client family and client. We have already established the "level of trust" needed to effectively initiate and operate an individualized program. The preliminary acceptance of rehabilitation must be immediate and at the recognized level of understanding; in our program it is. The only prior option was to work not only with "strangers" but also "strangers of another race" The history of negativity towards our Indian people cannot be immediately abandoned when working with non-Indian staff.

7. What are the characteristics of persons with disabilities on your reservation?

I believe characteristics of persons with disabilities are as varied as the characteristics of persons without disabilities and I cannot easily categorize either segment. We are a unique band. There is a continuing strength and patience of our people ...perseverance. I think there is also a greater sense of humor found individually and multiplied when in a group.

8. What do you see as the needs and wants of individuals with disabilities on the reservations? what are the immediate concerns of persons with disabilities on your reservation

The provision of services found off the reservation would be the dream of our people if the same services were found on the reservation. Our disabled population mostly fear the possibility of having to move away from home to receive needed care

9. What is the future of rehabilitation on your reservation and, from your perspective, for the Native American Nations?

We have only just begun. The need for independent living skills funding would prove as an indicator that the future goals of our program encompasses the entire scope of the rehabilitation process. Our program realizes the necessary expansion must be made in precise measures to enable gradual introduction and acceptance in order to be successfully accomplished.

Although Native American Nations are new to the contemporary concept of rehabilitation, great accomplishment has been already realized....our Nation would like to replicate the same success.

10. What role does technology play in the lives of individuals with disabilities on your reservation.

From my point of view, technological advances have not played a significant role due to the lack of resources to purchase and lack of knowledge to effectively understand the benefits or availability of this technology. Perhaps with the necessary technical assistance, we can begin to provide information concerning this availability.

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Mississippi Band of Choctaw Indians
Tribal Office Building
P.O. Box 6010 - Choctaw Branch
Philadelphia, Mississippi 39350

Section One - Descriptive Information

1. Describe the reservation in terms of geography, people, language and government.

Tribal background and community setting: The Mississippi Band of Choctaw Indians, federally- recognized tribe since 1945, has almost 6,000 enrolled members residing on or near 22,000 acres of trust land scattered over seven counties in east- central Mississippi, one of the most impoverished sections of the state. Members of the tribe live in eight separate reservation communities with most living a substantial distance from the Pearl River community which is the site of tribal headquarters, the high school, the industrial park, the hospital, and other public service agencies. All of the communities are distant from Jackson and Meridian, the two major urban centers in the state, and the location of most medical and rehabilitation providers for the disabled.

Distances between Pearl River and each
community center are shown, following:
__________________________________________
               |
Community      | Distance from Pearl River 
               | Round Trip in Mlles 
_______________|__________________________
               |
Bogue Chitto * |          50
Bogue Homa     |         200
Conehatta*     |          70
Crystal Ridge  |          96
Red Water*     |          50
Standing Pine* |          50
Tucker*        |          30
_______________|__________________________

* The asterisk indicates a school in the comunity

The Mississippi Choctaws are descendants of the Choctaw people who escaped removal to Oklahoma in the 1830's. Those who remained in Mississippi did so by hiding in unsettled lands, a separation which created an exaggerated isolation over time. With the establishment of the tenant farming system after the Civil War, the Choctaws became sharecroppers, farming under barely subsistence living conditions on what had previously been their own lands. For almost a century, the tribe struggled with poverty and segregation, yet preserved the traditional culture and language. During this time, the population was dangerously diminished from repeated removal efforts and a death rate exceeding the birth rate. Following the death of over one-third of the Mississippi Choctaws in the 1917 influenza epidemic, a Congressional investigation examined the plight of the tribe and limited health and education services began to be provided in the early 1920's.

This late federal government recognition of the rights of the Choctaws in Mississippi led to the creation of a reservation in 1944 and the re- establishment of tribal government in 1945. The tribe remained poor and dependant with virtually all tribal business and services managed by Bureau of Indian Affairs and Indian Health Service officials.

Community and economic development: In 1963, the tribe hired its first employee, a beginning step in the development of an executive branch of government. From this modest starting point, the Mississippi Choctaws have moved with persistence to achieve self-determination in all matters of tribal life. Since there were no mineral resources or productive land, the tribal economic development strategy became that of creating jobs through industrial attraction so that the tribe could draw from its only resource-its people. Through persistence, the tribe has made marked progress in tribal government, adequate housing, health and human services, a tribal education system for training an uneducated and unskilled adult labor force, and an infrastructure which attracts and supports public employment. The gains are summarized here:

• The tribe has created over 2,700 private sector jobs on the reservation since 1979, with 700/o held by tribal members. As a result of this concentrated effort to create jobs, the tribe is now the 15th largest employer in the state. A combination of size manufacturing enterprises, a tribal construction company, the Choctaw Residential Center (a 120-bed nursing home), and the tribal government (including schools and health care providers) employ over 3,000.
• Through the provisions of Public Law 93638, the Indian Self-Determination and Educational Assistance Act, the tribal government has assumed operating control and management responsibility for all health operations on the reservation (including a 20-bed hospital and three field clinics) and virtually all Bureau of Indian Affairs programs including the school system, social services, law enforcement, the tribal court system, and tribal land and forestrY management.
• Dependence on transfer payments, such as general welfare assistance, has declined dramatically with only 2.7% of households relying on welfare income. Unemployment has dropped from nearly 60% to 22.6%, with 78% of all women in the labor force currently employed.
• Housing and the general quality of life have greatly improved through the construction of 685 new homes. Life expectancy has increased beyond age 45; the infant mortality rate has been reduced from 34/1,000 in 1975 to 16/1000 for 1987-1992.

Demographic profile: The population on the reservation is a young and growing one with 36.9% under age fourteen and 20% under age six, figures which have striking implications for planning tribal service delivery systems in the future. Fortunately, the Mississippi Choctaws are achieving economic and social development without paying the customary price of assimilation. Over 90% of tribal members are full-blooded Choctaw and 95% of Choctaw families speak Choctaw in the home with 53% speaking no English at home. Among adults, only 49% (according to the 1990 Choctaw Demographic Survey) indicate that they speak English well and 30% indicate that they can hardly read English. This continued dominance of Choctaw language use is indicative of the strength and extent of Choctaw cultural practices among tribal members.

Despite what the tribe believes to be its great progress, the original extent of need here was so widespread that the effects of generations of discrimination and neglect in health care, social services, and education have not nearly been eradicated. For example, low income remains a problem, but significant progress has been made with per capita income at $2,952. In consequence, 76.2% of households remain at poverty level according to the most recent federal poverty guidelines. Major contributing factors to such low family incomes are those of large numbers of young children in households, a fairly small number of employable adults, and moderate wage jobs. Education for the Mississippi Choctaws has proceeded with difficulty and discontinuity, with effect reflected in a broad lack of education among adults. Unlike other tribes who received educational services early in their dealings with the United States, Mississippi Choctaws were systematically denied access to education at all. Although Bureau of Indian Affairs (BIA) elementary schools were gradually built in the Choctaw communities by 1930, Choctaw children were often prevented from attending these schools by white land-owners who insisted that the children be available for fieldwork.

The absence of a high school and the practice of segregation further barred Choctaw students from high school completion. Choctaw students were prohibited from attending local public schools and were able to secure a high school education only by leaving home for federal Indian boarding schools or other boarding high schools away from the reservation. Finally, upon strong insistence by the tribe and with the support of the Mississippi congressional delegation, a boarding high school for the reservation was built in 1963 in the Pearl River Community. Within this system, there were no special services for handicapped students prior to 1976, with special education programs beginning at that time. At present, the 1354- member school population in K12 consists of the following disabilities: mental retardation (1%); hearing impairments (.1%); speech/language impairments (3%); visual impairments (.1%); emotional disabled (.1%); orthopedic impairments (.1%) other health impairments (.2%) (this includes ADD and ADHD); severe learning disability (14%). As a result of these and other circumstances, there is today a striking absence of formally educated and trained adult tribal members. There are only 90 college graduates in the tribe's history and, despite the operation of a tribal GED program which has had 477 graduates since 1972,52.9% of the adult population still lacks a high school diploma or GED certification. Many of these adults are potential or actual vocational rehabilitation clients now.

Although a public school education is now available to Choctaw students, few choose off-reservation schools which are unprepared to respond to the cultural and language differences of Choctaw students. Most Choctaw students attend the six reservation schools which came under tribal administration on July 1, 1989, after action taken by the tribe in response to the dismaying deficiencies in the academic performance of Choctaw high school graduates. The 1,354 students attend elementary school in their home communities and, for secondary school, are either bused daily to Choctaw Central High School in the Pearl River community near Philadelphia or reside in the dormitory there, returning home for the weekend.

This school system is extended by the tribe's large and diverse education department whose programs range from preschool, English as a second language (ESL), adult, vocational and rehabilitative, and post-secondary education

services. This administrative structure enables tribal enterprises and tribal programs, such as vocational rehabilitation and special education, to coordinate very closely and efficiently.

2. Describe the major health issues addressed by the rehabilitation and medical services on the reservation.

Health and social concerns: Other conditions, beyond those of educational shortfalls, unemploy- ment, and low income, also serve as useful indicators of the essential function performed here by this proposed project. The prevailing health problems are those leading to disabilities which frequently alter employment-potential, ie. diabetes and injuries. Alcoholism accounts for injuries and a body of alcohol-related illnesses which generate disability and contribute to family disruption. The most persistent, debilitating health concern here is chronic diabetes, the leading cause of adult inpatient admissions to Choctaw Health Center. vOver 40% of Choctaw adults (791) are diabetics, giving the tribe one of the country's highest adult rates for adult onset diabetes and the highest rate for diabetic-related amputations. The incidence of diabetic-related chronic kidney disease is so high (twenty-three times the U.S. all races rate) as to justify the location of a hemodialysis treatment unit on the reservation. Treatment costs for diabetes and its complications absorb a major portion of the Choctaw health care budget. In one year (1990), according to calculations by the Indian Health Service (IHS), Department of Health and Human Services (DHHS) and United States Public Health Systems (USPHS), the wage loss among Choctaw diabetic patients was $136,302. The cost for medical care for Choctaw diabetics in that same time was $1,954,344 or approximately one-third of the tribets health care budget for that year. Health status and health care resources for the tribe are also diminished by injuries, often of such severity as to require lengthy hospitalization and extensive rehabilitation, especially among young males. Choctaw leads the Indian Health Service area in injuries with a rate 4.5 times higher than that of all tribes served by Indian Health Services. Over the period from October 1990 January 1992, over half the tribal population was involved in an injury or accident, with 433 so severely injured as to require transfer to a trauma care facility. A serious complicating agent and a source of both health and social concern is that of alcohol abuse. According to the 1990 demographic census, 51% of families reported problems with alcohol abuse. Sixty-three % of all arrests by Choctaw Law Enforcement Services are alcohol-related. A survey of the blood alcohol content (BAC) for those arrested in 1991 identified 246 arrests with a BAC over .20. A BAC of .10 is required for a lawful arrest of driving while intoxicated. Ninety-nine of those arrested had BAC of .25 and over, with some arrestees at .30 and above. These numbers document the extent to which severe intoxication affects a portion of the tribal population, primarily young males. The tribal work force is diminished by alcoholism as a disabling condition itself as well as by alcohol- related accidents, by liver and kidney failure, and by other medical symptoms exacerbated by alcohol abuse.

3. Describe the employment/economyw education system and the culture, consumers, hmily and social structure?

Rehabilitative Services: Rehabilitative services were not existent on the Mississippi Choctaw reservation until late 1987. Before that time, tribal members only had access to the state rehabilitative services which were often not accessible at all due to language, cultural, transportation, and economic barriers. Since 1987 when the rehabilitation program was established, services have increased in scope and quality on a continual basis. The community, and disabled individuals in particular, see the service program as an assisting structure to improve their employment status. The Choctaw Rehabilitation Services Program is unique in its structure which mandates complete cooperation between all reservation service programs. This interdisciplinary service delivery is able to address all barriers to employment in every aspect of an individual's life. Services include the following:

• Vocational evaluation is offered to assist an individual in understanding his or her vocational challenges, to include disabilities, and poor work habits, among others.
• Counseling and guidance is offered to assist individuals in making informed choices in regard to their vocational development.
• Case management services are offered to assure that an individual receives all services that are needed in any life area which may affect that person's employment future. Referrals are made to appropriate agencies as necessary. A detailed case file is kept both in paper copy and on computer data base to assure that all of a person's needs are identified and then met whenever possible.
• Work adjustment training is offered for one hour each week in a small group, classroom setting. Appropriate work habits are taught or reviewed, concentrating on employer expectations.
• General and specific job skills training is provided to participants needing this service. General work skills such as attendance, punctuality, initiative, following instructions, work speed, staying on tasks, among others, are taught in each of our training components. Specific marketable job skills instruction is also offered to participants in three areas:
  • Industrial work: teaching skills which would transfer to any of the local industries, including terminology used in the setting, assembly techniques, inspection processes, paperwork requirements, among others.
  • Horticultural work: teaching job skills which would transfer to horticultural or agricultural-based professions in the local area or for an individual to begin self employment. Greenhouse plants, vegetables, fruits, and landscaping shrubbery are all included in the training medium. Trainees learn planning, production, as well as marketing, of these products.
  • Field training: providing on-thejob training or college level training so that the client may learn very specific skills towards employment.
• Restoration services consists of purchasing equipment for an individual in order for that person to be most productive. For example, wheelchairs, protheses, crutches, calculators, typewriters, and hearing aids are types of equipment that can be used to make a disabled individual more productive. Also, home or work-site modifications might need to be made to make an individual's environment more accessible, easing transnition intn the world of work.
• Placement assistance involves teaching individuals proven job seeking skills, and assisting them in every phase of the placement process. This service includes establishing an excellent working relationship with local employers and making referrals for employment when possible.
• Follow-up and post-employment services assist individuals in their needs after employment, enabling them to continue their employment.

The rehabilitation client: The Choctaw rehabilitation client has the same needs and wants of any Choctaw individual, that is, to be self- determining of his or her future and to be self- sufficient, able to support him or herself and the family. Concerns of the disabled client may differ from the non-disabled person in that, first, the disabled individual is concerned about progressive disabilities which threaten a family breadwinner's employment future; and, secondly, the disabled individual is concerned about who will care for their family if a premature death occurs. In terms of characteristics, our clients vary in their disabling conditions. An example of the distribution can be seen in the following report.

          ADULT BASIC EDUCATION REFERRALS:
           July 1, 1990 January 13, 1994
               Disability Information
           Total Number of Referrals: 119
_____________________________________________________
                             |
PRIMARY DISABLING	     |  SECONDARY DISABLING
CONDITION		     |  CONDITION
_____________________________|_______________________
                             |
Visual Impairment	2    |		 0
Mental Retardation	2    |	 	15	
Alcohol/Substance            |		
  Dependence	        2    |		15
Cardiac Condition	1    |		 0
Diabetes Mellitus	9    |  	 9
Orthopedic Condition    3    |		 1
Learning Disabilities  10    |		21
Degenerative joint DS   2    |		 1
Hearing Impairment      1    | 		 0
Obesity                 1    |		 0
Seizure Disorder        2    |		 0
Hypertensive Disorder   1    |  	 4
Head Injury             1    |		 0
No Disabling Condition  8    |		49
Unknown	                4    |		 4
_____________________________|_______________________

Future of rehabilitation: On the Choctaw reservation, the future of rehabilitation is bright as long as federal funding is continued. State and tribal relationships are being defined and the two rehabilitation programs are coordinating benefits for tribal members to receive the utmost services possible. Rehabilitation staff work as a team with a mission and can't be stoppedl Tribal administration supports program efforts, and other tribal entities see the benefit of hiring the disabled worker and are making commitments to do so.

In terms of Native American Rehabilitation as a whole, the future needs to become more stable. Funding should be provided on a continual basis and not on a competitive basis. Policy manuals need to be directed to American Indian vocational rehabilitation programs which deal with issues directly related to Indian vocational rehabilitation programs.

Technology: Technology is a new area being discovered in the lives of individuals with disabilities on the Choctaw reservation. For the most part, professionals and consumers need more training in identifying, evaluating, and using technolow with disabled clients.

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Conferderated Salish and Kootenai Tribes
Salish Kootenai College
P.O. Box 117
Pablo, Montana 59855

Section One - Descriptive Information

1. Describe the reservation in terms of geography, people, language and government.

The Flathead Reservation area has a total population of approximately 22,000 people with 6,000 individuals of Indian descent. Of that figure, 3,500 are enrolled members of the confederated Salish and Kootenai Tribes. Approximately 73% of the reservationXs total population is non-lndian, while 27% iS Indian. Members of the Confederated Salish and Kootenai Tribes make up 16% of the total Flathead Reservation population and 59% of the total Indian population residing on the reservation.

Languages spoken are the Salish and the Kootenal. The reservation is located in the mountainous and heavily wooded area of western Montana. The southern end of Flathead lake, the largest freshwater body of water west of the Mississippi, forms the northern boundary of the reservation.

The everyday affairs concerning the reservation are handled by a Tribal Council. The members of the Tribal Council have traditionally been males. In the recent election of council members, three of the members elected were females and two of these were elected officers. Issues that pertain to culture, air, water and land are also dealt with by cultural committees and in all decisions the body of tribal elders play a significant role in the decision making process.

2. Describe the major health issues addressed by the rehabilitation and medical services on the reservation.

Some of the major health issues on the reservation are diabetes, heart disease, and chemical dependency. Current efforts of medical services on the reservation are focused on these concerns as well as wellness issues and other activities. The Confederated Salish and Kootenai Tribes' Vocational Rehabilitation Project (CSKTVRP) deals with these medical issues and also with a broad spectrum of muscular-skeletal problems which are also highly prevalent among the reservation population.

3. Describe the employment/economy, education system and the cultural kinship systems in place.

Unemployment on the reservation generally runs among the highest in the state of Montana, particularly among the tribal population. The tribe, on the other hand, is the largest employer on the reservation. At the present time, there are 668 tribal employees; when employees at the Salish Kootenai College and private enterprise situations are included, there are approximately 1,200 tribal/tribally related employees.

There are reservation-wide tribal education committees who work closely with all the schools to facilitate the design/implementation of programs to retain children in school. Salish Kootenai College, a tribal college, offers a host of two year degrees, certificates and several four year degree programs for both tribal and non-tribal students. A Bachelor of Arts Degree in Human Services with an emphasis on Rehabilitation as well as associate degrees in Human Services and in Chemical Dependency are presently offered on the college campus.

Section Two - Program and Services

4. How is rehabilitation viewed by the community, culture, consumers, family and social structure?

Traditionally, tribal members did not spend a great deal of time worrying about what a disabled individual "couldn't do." What a person "could do" was what was important and what you couldn't do someone else would take care of - a natural process where everyone functioned as a unit. This has changed somewhat today. People on the reservation are beginning to realize that there are services available that are uniquely geared to get an individual back into the work force. Consumers surveyed are uniformly of the opinion that rehabilitation services have been the primary key in assisting them in becoming employable once again, or in some instances employable for the first time.

5. HOW iS rehabilitation difhrent today from the practices five years ago? Twenty years ago?

Twenty years ago, rehabilitation services were practically nonexistent on the reservation. Seven or eight years ago, at the point in time when the first Section 130 project was initiated in this area, there were one or two individuals served per year by the state vocational rehabilitation services. Since that period and with the ever expanding range of services offered through the Human Services department at the college, the number of individuals receiving services has increased and is running between 40-50 individuals being served per year at this time. With the additional grants coming into the department at this time, we are able to offer additional supported employment services as well as transportation services.

6. What makes rehabilitation unique or exemplary on your reservation?

The things that make rehabilitation unique at this site are that the staff members all make a concerted effort to "mold" services to the individual client; we are able to incorporate

traditional healing practices into the rehabilitation plan. We emphasize outreach efforts and utilize tribal members as counselors. All of these aspects play a part in facilitating a comfortable exchange between the disabled population and the local Section 130 proiect staff.

7. What are the characteristics of persons with disabilities on your reservation?

Persons with disabilities on the Flathead Reservation appear to represent a significant number of individuals with muscular-skeletal disabilities. This is the primary disabling condition at this time with approximately one-third of the individuals being served having this type of disability. Other types of disabilities include visual, hearing, amputation, chemical dependency, psychological, in addition to disabilities related to the heart and lungs.

8. What do you see as the needs and wants of individuals with disabilities on the reservations? What are the immediate concerns of persons with disabilities on your reservatinn?

A long lasting need in this area has been the lack of available transportation services. This need is currently being addressed somewhat by the transportation services offered through a grant received by the Human Services department this past year. Another major need that is also just beginning to be addressed is timely and quality transitioning services for students just leaving school or quitting school.

9. What is the future of rehabilitation on your reservation and, from your perspective, for the Native American Nations?

Rehabilitation efforts on the Flathead Reservation will continue to be expanded and will continue to play a major role in the future in providing services for individuals with disabilities in this area. The Section 130 projects, we feel, have amply demonstrated that they can reach the people who need their services, and at the same time take into account an awareness of the cultural nusncec that can make a major difference in whether an individual has a successful employment outcome or not.

10. What role does technology play in the lives of individuals with disabilities on your reservation?

Technological developments have played a relatively small, but increasingly important, role in the rehabilitation efforts in this area. Adaptive equipment is being utilized and a typical comment made by a first-time user is, "Wow, I didn't know that these things existed!" Our project is making an effort to reach out to the local population in order to inform them of some of the technology available to individuals with disabilities.

Fort Peck Assiniboine and Sioux
Vocational Rehabilitation Program
P.O. Box 1027
Poplar, Montana 59255

Section One - Descriptive Information

1. Describe the reservation in terms of geography, people, language and government.

The Fort Peck Indian Reservation is located in northeastern Montana, 50 miles from the Canadian border, and 40 miles from the North Dakota state line. The reservation boundaries are 80 miles east to west, 40 miles north to south. The Fort Peck Assiniboine & Sioux Reservation consists of approximately 2.1 million acres.

The native people are of the Assiniboine and Sioux Tribes (many are intermarried). English is the predominant language spoken, however, there are tribal members who can speak their own native tonRue.

Tribal government consists of 12 council members, a tribal chairman, a vice-chairman, and a sergeant at arms. The elected officials are voted in at-large during tribal elections, every two years.

2. Describe the major health issues addressed by the rehabilitation and medical services on the reservation.

Not necessarily in rank order, chemical abuse/alcoholism, diabetes related traumatic amputation, heart disease/hypertension, head injury cases, visual impairment, Fetal Alcohol Syndrome/Fetal Alcohol Effect, and other learning disabilities are the maior health issues.

3. Describe the employmenveconomy, education system and the cultural kinship systems in place.

Statistics for 1991 state the unemployment rate was 43%. The reservation economy is primarily agricultural with some activity in oil and gas. There are two tribal manufacturing enterprises, which are the West Electronics and A & S Tribal Industries. The industries relied on government contracts, which are now almost non-existent. The Bureau of Indian Affairs, Indian Health Services, and the Fort Peck Tribes are the largest employers. Within the education system, there are four public schools in each township: Wolf Point, Poplar, Brockton, and Frazer. There are Headstart classes in the Indian communities in addition to two accredited community colleges: Fort Peck Community College, located in Poplar, MT, (2 year degree), and the NAES College, where one can earn a 4 year degree. If one lacks a high school diploma, a GED is an alternative.

In terms of cultural kinship, as with many tribes, the extended family relationship is still practiced to some degree. However, now more of the elderly are being placed in nursing homes.

Section Two - Program and Services

The overall view of rehabilitation by the community is that services are much needed. Cultural view is unknown, as rehabilitation is rather new on this reservation. Consumers have mixed feelings. Clients who are serious about education or work appreciate the benefits derived from the rehabilitation program. A small minority look upon rehabilitation as a welfare or entitlement program. Within the family and social structure, family members will support the person with a disability in some cases

5. How iS rehabilitation different today from the practices five years ago? Twenty years ago?

Modern technology appears to be the major difference.

6. What makes rehabilitation unique or exemplary on your reservation?

One of the only programs designed to assist persons with disabilities.

7. What are the characteristics of persons with disabilities on your reservation?

None

8. What do you see as the needs and wants of individuals with disabilities on the reservations? What are the immediate concerns of persons with disabilities on your rerervation?

In terms of needs, a sheltered workshop may be of some value. As to the second part of question, the answer has to be iobs.

9. What is the future of rehabilitation on your reservation and, from your perspective, for Native American Nations?

The Rehabilitation Program on the reservation will continue and needs to be expanded. Overall, Native American rehabilitation programs will all gain credibility and be responsible for putting many back to work.

10. What roles does technology play in the lives of individuals with disabilities on your reservation?

In answer to this question, more research needs to be done.

Stone Child College
Rocky Boy Route Box 1082
Box Elder, Montana 59521

Rocky Boys' Reservation

The Rocky Boy Reservation is the smallest reservation in the State of Montana. Rocky Boy was established by Executive Order on September 7,1916, when the 64th Congress designated a tract of land, once part of the Fort Assiniboine Military Reserve, as the home for the Chippewa-Cree Indians. Translated from the Chippewa language, the reservation name means Stone Child, but the original translation was lost and the name Rocky Boy evolved. Located south of Havre, Montana, this refuge consisted of approximately 55,000 acres. Only about 450 Indians chose to settle on the reservation. In later years, more land was added to the original acreage until the reservation reached its present size of 120,000 acres. Since the creation of the Rocky Boy Reservation, intermarriage has amalgamated the Chippewa and Cree Tribes until today they can be listed on the membership rolls only as Chippewa-Cree. The total number of enrolled tribal members is 4,900. Under the provisions of the Indian Organization Act (Howard-Wheeler Act of 1934), the Chippewa-Cree Constitution established the Chippewa-Cree Business Committee as the governing bodY for the tribe.

The reservation lies in the shadows and drainage area of the Bear Paw Mountains of north central Montana and includes country of rolling foothills and prairie land. The Rocky Boy Agency is located 26 miles south of the city of Havre, which is a farming and railroad community of approximately 12,000 people. The principal uses of lands within the reservation are grazing and dryland farming. There are no light industry or businesses located on the reservation, except for small family-owned businesses. Even though the reservation is isolated from larger metroDolitan areas (nearest airDort and major shopping is located in Great Falls - 100 miles away), community residents are avid participants in church, cultural events, community and school related activities, and attending basketball games. The extreme isolation and weather conditions, however, also probably account for the rich cultural heritage continuing on the Rocky Boy's Reservation.

The economic condition on the Rocky Boy Reservation is poor. The Bureau of Indian Affairs Labor Force Report of 1993 indicates a potential labor force of 1,103 people. The number of people unemployed was 729. This indicates a 66% unemployment rate for the Rocky Boy Reservation. This is ten times the unemployment rate of the State of Montana and eight times the unemployment rate of Hill County.

The population base, according to the Bureau of Indian Affairs Labor Force Report, has a total resident Indian population of 2,992. The population of residents under 16 years of age is 1,403. This indicates that 47% of the population is under the age of 16 years. This group will soon be entering the potential labor force with minimal job opportunities available.

The private sector businesses with employment potential are seven in number. There are a small number of established farmers and ranchers. There are three convenience stores and three small construction companies. The remaining business is a small casino/cafe. Each private business is small and, for some, seasonal in employment opportunities, especially the construction buisnesses.

The public sector businesses are larger in scale. The public sector, however, is stagnant in growth. PubliC sector employment will never exceed 35ø/0 of the potential labor force. There is an increasing demand for academic and technologically skilled personnel within the public sector. Because of the low volume of private businesses that exist presently, the range of options for future businesses are limitless. The projected plan to upgrade and develop the recreation potential will create some small business opportunities. Consumer goods businesses are a priority because of the reliance of off-reservation businesses to supply those needs. There is a need for media communications within the reservation encompassing the audio and visual mediums. With the growing demand for computer usage and literacy, a small business would be profitable providing the community with hardware and software. A potential business would be for programming and networking the computers for public and private sector businesses. Computer repair and troubleshooting is also a service need that should be addressed by a local business. The natural resources that are abundant on the reservation would service a small business in the timber and lumber market wil:h offspring businesses in areas such as firewood, furniture, sawmill, log homes, post and pole fencing, and sawdust.

The creation of the projected businesses would keep the revenue on the reservation. This would increase a growth economically for a wider range of community members. Presently, the community supports many businesses off the reservation and the majority of those businesses have very little sensitivity to the wants and needs of the reservation community.

Stone Child College

Stone Child College was chartered by the Chippewa- Cree Business Committee on May 17, 1984. The elected Tribal leaders felt the establishment of a Tribal Community College was necessary for the preservation and maintenance of the Chippewa- Cree people and for the educational training of its tribal membership. Off-reservation vocational training Drograms and general college studies programs at existing colleges were not adequately meeting the needs of the Chippewa-Cree Tribe.

The College is committed to meeting the needs of the reservation community, tribal members and tribal programs, and is dedicated to helping promote pride in each tribal member's Chippewa- Cree heritage. Rocky Boy is the only Indian Reservation in Montana to have total responsibility for education of its community members from pre- school through the post-secondary level. The passage of the Tribally Controlled Community College Act in 1987 granted the College a stable funding base for the first time. In the spring of 1993, Stone Child College was granted full accreditation by the Northwest Association of Schools and Colleges.

The Board of Trustees is composed of nine tribal members. Four members also serve on the Tribal Business Committee and the remaining four members represent the community with one member being a full-time student with full voting rights.

Schools on the reservation were formerly under the jurisdiction of the Bureau of Indian Affairs, but in 1960 they were made a part of the public school system. Today, Indian children may attend schools located on the reservation from Head Start through the post-secondary level. An all Indian school board assumed operational responsibility for the independent elementary school district established at Rocky Boy Agency in 1970, and the Rocky BOy Tribal High School became a public high school on July 1, 1991.

Until 1979, there was no secondary level instruction available to Indian children on the Rocky Boy Reservation. Students now have access to the Rocky Boy High School which became fully accredited with the Northwest Association of Schools and Colleges in 1981. The Rocky Boy Tribal Education Department has provided educational services to both the children and adult population on the reservation since 1980. Rocky Boy remains one of the few reservations in the country to have responsibility for educating its children from Head Start through the post-secondary level. Stone Child College enrolls predominantly American Indian students and the current enrollment reflects 100% being of American Indian descent. Based upon the definitions of special population, 89% of Stone Child College students population are considered disadvantaged, 96% are of limited English proficiency, and 8% are handicapped. The total enrollment population of Stone Child College is 234 with 125 (53%) males and 109 (47%) females.

Stone Child College has seen a continual escalating student population growth since the first academic year of 1982-83. The increasing growth can be seen in both the full-time equivalency and the total number of students. There are many contributing factors to the growth. One of the factors is the establishment of a main facility making the environment more efficient to control. A second factor is the solid curriculum development in the vocational areas needed for local employment opportunities. Growth of Stone Child College is shown in Table 1.

Table 1
Stone Child
________________________________________
        |               |		
  Year	|  Fulltime     |  Total Number 
        |  Equlvalent   |  of Students	
________|_______________|_______________
        |               |		
1982-83	|      14       |       32  	
1983-84	|      37       |       45  	
1984-85	|      64       |       80  	
1985-86	|      60       |       72  	
1986-87	|     118       |      137 	
1987-88	|     134.48    |      142 	
1988-89	|     139.55    |      140 	
1989-90	|     155.58    |      143 	
1990-91	|     145.99    |      178 	
1991-92	|     175.85    |      221 	
1992-93	|     218.17    |      214 	
1993-97	|     191.92    |      234 	
________|_______________|_______________

Source: Stone Child College, Office of the 
Registrar, February 1, 1994.

Table 2 describes some characteristics of Stone Child College students, north central Montana residents, and Montana residents that will help explain the high percentage of potentially eligible adult education participants at Stone Child College.

TABLE 2 - 1990 U.S. Census Data

Variable that Justifies the Need	    State of Montana |  Hill County |  Rocky Boys 
                                                             |              |  Reservation
                                                             |              |
Income and Poverty Status per capita income	$11,213.     | 	$11,121.    |	$5,199.
     Household	                                 22,988.     |	25,467.	    |   18,859.
     Families	                                 28,044.     |	31,059.	    |   18,819.
     Non-family household	                 12,502.     |	12,932.	    |   11,250.
                                                             |              |
Persons for whom poverty status is determined 	 776,793     |   17,116     |    2,005      
                                                             | 3,079 (18%)  |  891 (44.4%)
                                                             |              |
Income below poverty level over 18 years      42,237 (19.9%) | 1,173 (22.4%)|  443 (50.7%)
     5 to 17 years	                         29,257	     |  796 (31.0%) |  314 (53.2%)
     Persons 65 years & older	              12,433 (12.5%) |  272 (14.2%) |   40 (43.5%)
Families with income below poverty level       5,691 (12.0%) |	   561	    |      159
                                             of all families |	 (12.4%)    |    (39.0%)
                                                             |              |
Persons 5 to 17                                    ND	     |    19.7%	    |     46.3% 
& who do not speak English very well)	                     |              |
                                                             |              |
Persons 18 years & over                            ND        |    16.7%	    |     37.2%
(% who do not speak English very well)                       |              |	
Persons 25 years and older:                                  |              |
     Percent high school graduate or higher	   ND	     |    78.4%	    |     67.9%
     Percent college graduate or higher	           ND	     |    18.1%	    |     10.7%
     Civilian veterans 16 years and older	   ND	     |    2,038	    |      130
                                                             |              |
Number in Labor Force	                          599,765    |   12,834	    |     1,221
                                                             |              |
Percent in Labor Force                             63.7%     |    63.9%     |     56.6%
     Female                                        55.8%     |    55.4%     |     51.4%
                                                             |              |         
Civilian Labor Force                              376,940    |    8,154     |     1,103       
                                                    7.0%     |    29.0%     |     66.0%
                                                            unemployment rates

souree: 1990 CPH528,1990 Census of Population and Housing Summary
ND= No Data Data: Social, Economic and Housing Characteristics, 
Montana, April 1992 Statistics *=BIA

Stone Child College students are required to take a Test of Adult Basic Education (TABE) upon entering Stone Child College and upon graduation which serves as a pre and post-test assessment. Those students that are enrolled in the Vocational Rehabilitation program are also required to take the Strong Campbell Interest Inventory and are also taken to Great Falls Career Development Association for special assessments if required. We also refer our students to the Indian Health Service Social Worker who also administers psychological testing on those students who are referred to the office for intensive counseling.

Stone Child College Students are required to take a math and English placement test upon entering Stone Child College. The College Preparatory Instructor then recommends to the student what level of course to attempt based upon the test scores.

We have five full-time counselors on staff who serve the total student population for special counseling. Stone Child College has created a counseling center for the benefit of the students. The counseling center provides vocational and career education counseling. Each student is assigned an instructor/advisor who then works with the student based upon his/her education field. The students are also assigned mentors from the staff of counselors so that the students are monitored on their progress through their selected programs.

Stone Child College received a student support services grant that serves all of Stone Child College students. This grant assists Stone Child College in providing college preparatory classes, tutoring, cultural activities, and career guidance activities. This grant also allows Stone Child College to employ a full-time College Preparatory Coordinator/ Instructor who administers the math and English placement test and teaches the college preparatory courses in English, math and reading. The need for such support services for the students at Stone Child College is very evident by the data submitted in Table 3, as follows:

                              TABLE 3
                    Average Grade Level Performance
                   On Test of Adult Basic Education

Subject Area              Grade Eauivalency

             1986-87  1987-88  1988-89 1989-90 1990-91 1991-92 1992-93 
				                                
Reading        9.5	9.3     10.3 	 9.7    10.8    10.2    10.6    
Math	       7.8	7.6      7.7 	 8.7     8.8     8.4     8.2     
Language       8.3	8.8      9.0	 8.7     8.6     8.0     8.3     
Spelling       9.3     11.1     11.0	11.2    11.6    10.4    11.0    
Average	       8.4	9.1     10.8	 9.6    10.0     9.2     9.6     

source: Stone Child College, office of the Registrar, February 1,1994.

Stone Child College has a full-time Native American Studies instructor who teaches Cree Language I, II and lil (speaking, reading and writing Cree). All students are required to take Cree I as part of their core educational requirements. We have a full-time English instructor who teaches English I and 11. All Stone Child College students are required to take English I and 11 as part of their core requirements. All Stone Child College students must take the English placement test before being placed in college preparatory English or in the basic English classes. Stone Child College also has a cultural committee comprised of elders who serve as advisors and consultants in the classroom.

Stone Child College has a vocational rehabilitation program that serves handicapped students. This program provides for counseling, career education, and other services to meet the special needs of the handicapped and the disabled students. Stone Child College has an advisory committee comprised of community directors that advise and recommend to Stone Child College on how to meet the needs of our handicapped and disabled individuals. One of the committee representatives is a state vocational rehabilitation coordinator. We also have a State Cooperative Agreement that we will work in conjunction with the state in serving our handicapped individuals. Stone Child College also has a state liaison person that works with the tribes in coordination of vocational rehabilitation programs.

Stone Child College operates a state licensed child care center. All full-time enrolled college students are eligible for 20 free hours of child care services per week. After the 20 free hours are used, the students pay $2.00 per hour. Child care services include quality child care, meals, snacks, a daily child care curriculum with hour by hour activities, and referral services.

Transportation services are provided free to all college students. We have employed a full-time transportation coordinator who transports students to and from class in a 15 passenger van. Our driver is a certified chauffeur who holds a first aid card and has one year of experience as a driver.

All Stone Child College students are eligible for Indian Health Services. If a student needs special aids, Stone Child College makes every effort to purchase the special aid for that student. All students have access to tutors, the computer center, library services, counseling, college preparatory services, and transportation services which are provided at no cost to the students.

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Pueblo of Zuni
P.O. Drawer 989
Zuni, New Mexico 87327

Section One - Descriptive Information

1. Describe the reservation in terms of geography, people, language and government.

Geography: The Pueblo of Zuni is a rural community in northwestern New Mexico. The reservation area covers in excess of 420,000 acres in McKinley County. The closest city is Gallup, New Mexico over 40 miles from the Pueblo. The elevation of the area is approximately 7,000 feet above sea level and the terrain consists mostly of forests, grazing land, and valleys well suited to agriculture. The current Pueblo is located in close proximity to the historical Pueblo of the Zuni people.

People: The 1990 census established the population of the Pueblo at 8,527 members. The Zuni people are considered to be one of the most traditional Indian tribes in the United States. The Zuni people have made a concerted effort to maintain their culture. Their religion and language play an important role in everyday life. The Zuni language is unique to the Zuni people and significantly different from all other tribal languages spoken in New Mexico.

Language: As noted in the previous section, the Zuni people have maintained their own language. The majority of the Zuni people are proficient in the English language.

Government: The tribe is governed by a constitution adopted in 1970. The tribal government includes Legislative, Executive, and Judicial Branches. The Legislative Branch consists of a Tribal Council made up of a GovernorT Lieutenant Governor, and six Tribal Council members. The Tribal Council are elected by popular vote of registered Tribal members. Elections are held every four years.

2. Describe the major health issues addressed by the rehabilitation and medical services on the reservation.

The impact of alcohol can be measured across the spectrum of health issues faced by the Zuni people. Major problems include diabetes, liver, and kidney ailments. The Indian Health Services Program has established a Wellness Program as a prevention measure to diabetes and a dialysis unit to deal with the impact of the disease. The community also has an excellent outpatient program. A home health care agency addresses health needs of home bound patients and a vocational rehabilitation program addresses the vocational goals of disabled community members.

3. Describe the employment/economy1 education system and the cultural kinship systems in place.

There are three major employers in the community: The Tribal Government, the Zuni Public School District and Indian Health Services. These employers require special skills and education levels. Many community members rely on traditional arts and crafts as a means of making a living. Unemployment commonly ranges between 400/o to 50% of the available labor force.

The Educational system is extensive with a Public School District comprised of five (5) schools which includes a high school, a middle school, an alternative high school, and two elementary schools. There are also two parochial schools and a branch of The University of New Mexico. The community also has a federally funded Headstart Program serving children ages three to four years of age.

All tribal members are related to one another by way of the different clan groups and medicine societies

Section Two - Program and Services

4. How is rehabilitation viewed by community, culture, consumers, family and social structure?

Rehabilitation is slowly beginning to be accepted by all the different groups within our society.

5. How is rehabilitation different today from the practices five years ago? Twenty years ago?

Rehabilitation from five years ago: Rehabilitation was just being initiated in the Pueblo at that time

Twenty years ago: No rehabilitation programs existed at this time.

6. What makes rehabilitation unique or exemplary on wour reservation?

The vocational counselor can communicate in both Zuni and English which is a very big asset to serving the clientele. Also, being aware of the traditional and religious aspects plays a major role in providing services to the clients.

7. What are the characteristics of persons with disabilities on your reservation?

The 1990 census data showed a substantial disabled population of 283 individuals. There are 103 individuals within this group with a work disability and 24 are prevented from working. Sixty-eight have a mobility limitation requiring special transportation and another twenty-nine require self care assistance.

8. what do you see as the needs and wants of individuals with disabilities on the reservations? What are the immediate concerns of persons with disabilities on your reservation?

No response.

9. What is the future of rehabilitation on your reservation and, from your perspective, for the Native American Nations?

Continued rehabilitation services for individuals with disabilities will continue to play an important role in their lives.

10. What role does technology play tn the lives of individuals with disabilities on your reservation?

The use of adaptive devices has greatly improved the lives of the individuals who have utilized these devices.

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Turtle Mountain Band of Chippewa Indians
Turtle Mountain Comunity College
P.O. Box 340
Belcourt, North Dakota 58316

Section One - Descriptive Information

1. Describe the reservation in terms of geography, people, language and government.

The Turtle Mountain Indian Reservation is located in north central North Dakota. The Reservation is located near the geographical center of North America, its top edge less than ten miles from the United States/Canada boundary. The land base measures nine by twelve miles making it one of the smallest federally recognized reservations in the United States.

The Plains Ojibway consider Turtle Mountain the original beginning place. Chippewa people belong to the Algonquin speaking group of North American Indians. The Algonquin family of Indians is the largest group in North America. Once inhabiting the northeastern part of the continent stretching as far westward as the Rocky Mountains they are now relegated by treaties and executive orders to small segments of land located in North Dakota, Minnesota, Wisconsin and Michigan. We also call ourselves Anishinabe or "the original people."

Prior to white contact, the Chippewa had always hunted and trapped for survival. This being so, the transition to commercial hunting and trapping for the fur trade industry was easily accomplished. The fur trade industry also created the era of the voyagers. The voyagers, in search of furs, portaged canoes through the vast wilderness of rivers, lakes, and seaways in the Northwest Territory. Close association between the French voyagers and Chippewa developed through sharing of common economic, social, and physical survival activities. Young voyager men married Chippewa women and thus created a distinct new culture and language. Cultural and language similarities between the

Plains Cree and the Chippewa also resulted in intermarriage between the two tribes. As a result the Chippewa-Cree French dialects resulted in a unique language which is still spoken today.

In 1864, white settlers demanded that the U.S. government move the Turtle Mountain Chippewa further west of their landbase. The Turtle Mountain tribe sent a delegation to protest the impending removal of their people but the expansion could not be forestalled. In 1882, the U.S. government designated the official reservation of the Turtle Mountain Chippewa to twenty townships and than later reduced it to two townships. In 1921, the Bureau of Indian Affairs furnished a model constitution and bylaws to set up the structure for the new tribal government. The Tribal Council formed was advisory but a starting point and provided a measure of limited influence. Today, 110 years after reservation status, the Indian Self- Determination and Education Assistance Act (1975) allows us autonomy in managing our own affairs. The elected Tribal Council is now charged with the responsibility and administration of government programs.

2. Describe the major health issues addressed by the rehabilitation and medical services on the reservation.

The Turtle Mountain Vocational Rehabilitation Project will extend much of its efforts toward addressing two disabilities of high prevalence on the Turtle Mountain Reservation: alcoholism/drug abuse and specific learning disabilities. The Turtle Mountain Band of Chippewa Indians experiences severe alcohol and drug problems in its community. There is also strong indication through interviews with local educational agency staff that a high percentage of high school and college level students are learning disabled.

• Approximately 50% of the Turtle Mountain Indian cases handled by the Region 3 Vocational Rehabilitation Office in Devils Lake are due to alcohol related disabilities.
• The Indian Health Services report for 1991 states that 75% of the in-patient days were spent at Turtle Mountain Indian Health Services Hospital due to alcoholism.
• According to the Turtle Mountain Indian Health Services Hospital Ambulatory Patient Care Report for 1991, there were 206 patient care visits for acute and chronic alcoholism and 96 patient care visits for drug depen- dence or abuse. Many more health care visits were made off the reservation.
• Thirteen of fourteen community support agencies which participated in a recent family services planning project cited alcohol and drug abuse as the number one community problem.
• Turtle Mountain Law Enforcement statistics for January 11, 1993 to December 31, 1993 report a total of 7728 incidents (non- enforcement & enforcement). Of these, 52% were alcohol related. During this same period, there were a total of 311 DUI arrests (Turtle Mountain Law Enforcement Statistics 1993).
• In 1993, there were a total of 2,333 adult and 272 juvenile arrests, 384 accidents, and 16 suicide attempts on the Turtle Mountain Reservation. Alcohol and drug abuse are the major contributing factor (directly or indirectly) in the majority of these situations (Turtle Mountain Law Enforcement Statistics, 1993).
• The Turtle Mountain Reservation can prove that it has a high number of Indians who are learning disabled. Nationwide, North Dakota has the highest percentage of American Indians enrolled in special education. The Turtle Mountain Reservation accounts for approximately 50% of the Native American population in the state.
• Gaylene Belgarde, Special Education Director at the Turtle Mountain Community High School, provided us with the following statistics on the number of learning disabled students in the Turtle Mountain School system (by age group):
  Ages 6-11: 70, Ages 12-17: 85, Ages 18-21: 5. Total Ages 6-22: 160. (Report of Handicapped Children & Youth Receiving Special Education, 1 99 1 .)
• Sandra LaRosque, Director of the adult education program at the Turtle Mountain Community College, stated that there is a high number of adults on the Turtle Mountain Reservation who are functionally illiterate. Out of 272 Turtle Mountain Indian adults taking the Test of Adult Basic Education (TABE) during 1990-91, 49 (18%) tested below 6.0 grade equivalency; 212(78%) adults scored below 9.0 grade equivalency.
• Other documented disabilities include diabetes, emotionally disturbed, and mental health disabilities. The local Indian Health Services diabetes program reports 490 active patients. Forty-eight youth have been diagnosed within the Turtle Mountain Community School system as emotionally disturbed. The Mental Health Department at the local PHS/IHS Hospital reports 77 active adults with mental health disabilities.

3. Describe the employment/economy, education system and the cultural kinship systems in place.

The majority of the locally employed individuals work at the Bureau of Indian Affairs, the Community Schools, the Turtle Mountain Manufacturing Plant, Turtle Mountain Community College, or Turtle Mountain Tribe. At the present time, the unemployment rate is at 40% on the Turtle Mountain Indian Reservation. However, this figure continues to decline with the recent opening of the Turtle Mountain Chippewa Casinos. One casino opened in 1992 and another in 1993.

Forced assimilation became an obsession of the U.S., as evidenced by the separation of children from their families and sending them away to boarding schools. The schools, through government mandate, ruled that Indian languages and traditional culture were to be discouraged in the interest of "civilizing" us. White educators believed that an Indian child removed from all traces of his/her heritage would grow up in the "Euro American" culture. The idea that one might develop a greater sense of self-worth and pride through knowing one's self and heritage was unknown to U.S. officials, many who were themselves minimally educated. In 1921, the federal government built the first Bureau of Indian Affairs school on the reservation. Today that school has expanded to three schools with a enrollment of over 2,000 in grades K-12. The majority of teachers are local Indians. We also have one of the grassroots Indian controlled community colleges with the doors opening in 1973 to serve the local population. The Turtle Mountain Community College is now 21 years old and is fully accredited, offering seven certificate programsl nine Applied Science degrees, 16 Associate of Science degrees, and 12 Associate of Arts degrees.

Members of the Tribe are making an effort to salvage what they can of their traditional Indian heritage. Tribal members are making an effort to preserve a language which is spoken little in the current generation but has been recorded in books and tapes and is being taught within the education system. The native religious practices are now being revived. The music, songs, dances, sweat lodge healing, and arts and crafts have again become a part of life with the Turtle Mountain Chippewa. The Turtle Mountain Community College, Roundhall Traditional Culture, Nimiwiwin Powwow Committeel Heritage Center, the Anishinabaug Cultural Development Projectl and tribal members who live a traditional lifestyle are sharing their knOwledge with other tribal members as the means by which the Turtle Mountain Chippewa are perpetuating and preserving their cultural heritage.

Section Two - Program and Services

4. How is rehabilitation viewed by the community, culture, consumers, hmily and social structure?

Families are very anxious to help with the rehabilitation of their family member. Several family members have been actively involved with their loved ones rehabilitation process. The community helping agencies have referred very often "defined disabilities" as mentioned above. A total of 58 consumers have come in at this point. An important part of our rehabilitation program entails the Red Road to Recovery/Aicohol Treatment Program Concept which incorporates traditional Native American culture and teaches balance in all things.

5. How is rehabilitation different today from the practices five years ago? Twenty years ago?

It is different because the client is more involved with their own rehabilitation and cultural concepts are included in local agencies

6. What makes rehabilitation unique or exemplary on your reservation?

As stated previously, we incorporate the "Red Road" concept.

7. What are the characteristics of persons with disabilities on your reservation?

As stated previouslyl the average program participant is middle-aged with a family and most likely has chemical dependency or diabetes related disabilities.

8. What do you see as the needs and wants of individuals with disabilities on the reservations? What are the immediate concerns of persons with disabilities on your reservation?

Most clients want services centrally localized. Due to poor economic conditions, income maintenance is a concern.

9. what is the future of rehabilitatiOn on your reservation and, from your perspective, for the Native American Nations?

We see rehabilitation growing on a broader scale. For Native American Nations, we would hope to see on-going legislation to fund 130 Projects like the states agencies.

10. What roles does technology play in the lives of individuals with disabilities on your reservation?

The area of technology Is a high need area and much needs to be addressed on our reservation. I would like to see a special workshop for technology.

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Maza Oyate Vocational Rehabilitation Program
Lower Brule Sioux Tribe
P.O. Box 187
Lower Brule, South Dakota 57548

Section One - Descriptive Information

1. Describe the reservation in terms of geography, people, language and government.

The Lower Brule Sioux Indian Reservation at one time was fairly large but various treaties and executive orders reduced its size until finally, in 1891, the exterior boundaries encompassed only some 240,000 acres. Much of the remaining land was removed from trust and opened for homesteading. In recent years, a substantial increase in the Indian population has produced the current need for increasing the tribal land base. During the past 15 years, the tribal administration has initiated a plan to acquire more reservation land

The tribal government was established in 1934 with the initiation of the Indian Reorganization Act. Lower Brule is located in central South Dakota along the Missouri River that was dammed in 1963 by the Big Bend Dam, resulting in the formation of a reservoir that was named Lake Sharpe. The reservation is located along the lake. The Lower Brule Reservation boundaries are located in Lyman, Brule and Sully counties. Most of the reservation consists of grazing and farm land.

Like the Northern Plains, in which it lies, the area represented by the Lower Brule Indian Reservation is relatively isolated, Iying in the center of South Dakota, cut off from the urban complexes by vast distances, and limited by the nature of its non- intensive agriculture. Travel distance to major cities is shown by the following approximate mileage: Pierre (75), Huron and Mitchell (100), Sioux Falls and Aberdeen (165), and Rapid City (210).

The Lower Brule Sioux Reservation was established in 1865 by a treaty that was signed by the chiefs of the Lower Brule Band. The Lower Brule people are descended from the Teton Brule Sioux and Two Kettle Sioux Band of Lakota. They were formerly located on what is now the Rosebud Reservation. The Lakota dialect of the Sioux language is spoken by the Lower Brule.

The Tribal Council serves the governing body for the Tribe. The Council is comprised of six members including the Tribal Chairman, Vice-chairman, and four other Tribal representatives, each elected to a two Year term.

2. Describe the major health issues addressed by the rehabilitation and medical services on the reservation.

The major health issues on the Lower Brule Reservation are diabetes mellitus, alcoholism, heart disease, and respiratory problems. There are no independent living or physical therapy services for those who need these services. The leading causes of in-patient visits, according to Indian Health Service Information, are due to injuries and accidents. The greatest need for health care services appears to be in the area of prevention, e.g., diabetes monitoring, alcohol prevention, accident prevention, and pre-natal care.

In regard to the rehabilitation services on the reservation, there are no rehabilitation services located on the reservation besides the Maza Oyate Vocational Rehabilitation Program. The Maza Oyate Vocational Rehabilitation Program provides services to the disabled only if there is a vocational objective as the outcome. Independent living services, assistive technology, and services to the blind and visually impaired are provided by other agencies in the state on a limited basis. Access to these services are hindered by lack of transportation, lack of funding, and lack of information to the people who may be eligible and in need of these services.

The major health care provider is the Indian Health Service which has an out-patient clinic located on the reservation. They provide services from 8:00 AM to 4:30 PM, Monday through Friday. Patients who require emergency outpatient care or hospitalization must go to the nearest hospital located in Chamberlain (45 miles east). Prenatal care and obstetrical care are provided at a hospital in Mitchell (100 miles) or Pierre (75 miles) through a contract with the Indian Health Service. Specialized care is contracted at other cities, e.g., Sioux Falls, SD; Rapid City, SD; Minneapolis, MN; and Denver, CO.

3. Describe the employment/economy, education system and cultural kinship systems in place.

The current rate of unemployment is 48%. The largest employer on the reservation is the Lower Brule Sioux Tribe. Seasonal employment in housing and road construction provides employment on a temporary basis. The Lower Brule Sioux Tribe operates a casino, motel and restaurant that provides employment to tribal members. Due to the fluctuation of the tourist season and hunting season, employee layoffs have been necessary.

There is an elementary, high school, and community college located on the Lower Brule Reservation. An alternative school opened in January, 1994 for those students interested in receiving their high school diploma or GED certification. Literacy skills tutoring is also provided through the alternative school.

A strong extended family kinship system, which is traditional for the Lakota people, is the basis for most families on the Lower Brule Reservation. Family involvement is integral in the case development and implementation of the Individual Written Rehabilitation Plan (IWRP) of the client, providing significant family members with information about the vocational rehabilitation process, assessment procedures, etc., improving the chances for successful closure.

Section Two - Program and Services

4. How is rehabilitation viewed by the community, culture, consumers, family and social structure.

Rehabilitation in the Lower Brule Community, historically, has been viewed as something one is forced to do or a process which one is coerced into in order to receive some type of service in return. Persons with disabilities were expected to accept their situation in life. Culturally, Native American persons with disabilities were seen as being messengers from the Great Spirit having a role in our Native American society. They had a purpose in life as being able to experience things which others could not see or hear, providing a link to the spiritual world.

5. How is rehabilitation different today from the practices five years ago? Twenty years ago?

Tribal Vocational Rehabilitation did not exist on the reservation five years ago. Vocational Rehabilitation services were provided by the South Dakota Rehabilitation Services but these were provided on a limited basis. A South Dakota Vocational Rehabilitation counselor visited the Lower Brule Reservation every two weeks and continues to do so but due to the time limitations, budget, and time constraints, very few of the Native American disabled on the Lower Brule Reservation completed their IWRPts and became rehabilitated. Of a total of 126 persons with disabilities (1989), three have been successfully rehabilitated by the South Dakota Rehabilitation Services. Twenty years ago, vocational rehabilitation services were unheard of on the reservation. Various factors may have contributed to the lack of services to the Native Americans on the reservation including lack of transportation, cultural bias, lack of information about eligibility, and vocational rehabilitation services.

6. what makes rehabilitation unique or exemplary on your reservation?

The Maza Oyate (Iron Nation) Vocational Rehabilitation Program began providing services to the Native American disabled on the Lower Brule Reservation on October 1, 1992. The Program is staffed by members of the Lower Brule Sioux Tribe and consists of a Program Director, Vocational Rehabilitation Counselor, Rehabilitation Technician and Secretary. AS members of the Lower Brule Sioux Tribe, they have knowledge of the area, people, tribe, and community resources (Indian Health Service, Bureau of Indian Affairs, Tribal Services, etc.). The Maza Oyate Vocational Rehabilitation Program is the only program in the central South Dakota area geared specifically for the employment needs of Native American disabled persons.

Networking with other service providers, reservation and state wide, is one of the major components of the Maza Oyate Vocational Rehabilitation Program. Locating comparable resources within the community and coordinating services for the consumer are integral parts of the Tribal Vocational Rehabilitation Program. Another valuable aspect of the Maza Oyate Vocational Rehabilitation Program is the incorporation of Native American values and healing into the rehabilitation plan for the client. The rehabilitation process for the Native American consumer involves an assessment of the family, social concerns, where they see themselves in relation to their Native American belief system, as well as their health and psychological assessment.

Our program has adapted to the needs of the consumers for this particular area (Lower Brule Reservation). As the program has progressed over the past two years, we have had to reassess the services provided, program components, and counseling techniques in order to adjust to the specific needs and disabilities of the consumers of the Maza OYate Vocational Rehabilitation Program.

7. What are the characteristics of persons with disabilities on your reservation?

The disabilities of highest prevalence on the Lower Brule Reservation, according to Indian Health Service statistics (1988), are diabetes and alcoholism. The average age of persons with disabilities is 37 years.

There are no reliable statistics with regard to disabilities on the Lower Brule Reservation. No assessments are being recorded for those disabilities which are not recognized through the health service system. Those with learning disabilities are not assessed unless they are in school. Adults who have dropped out of school or have completed high school before such testing was done did not get assessed for any type of learning disabilities. Persons who exhibit Fetal Alcohol Syndrome (FAS) or Fetal Alcohol Effects (FAE) do not get assessed unless they are of school age. Often this does not guarantee that they will be screened in school unless the fetal alcohol characteristics are severe or behavioral problems warrant testing.

We are finding since beginning the Tribal Vocational Rehabilitation program that approximately one-third of our clients exhibit some type of learning disability which may or may not be attributable to FAS or FAE. We do believe that the future clients we may encounter will have some type of disability related to the abuse of alcohol, whether in-utero or self-abuse. Approximately 750/o of persons with disabilities on the Lower Brule Reservation can attribute their disabilities directly or indirectly to alcoholism; i.e. automobile accidents, cirrhosis, heart disease, and other chronic health problems which may be attributable to the neglect of minor health conditions due to chronic and long-term drinking.

8. What do you see as the needs and wants of individuals with disabilities on the reservations? What are the immediate concerns of persons with disabilities on your reservation?

Individuals with disabilities on the Lower Brule Reservation want and need accessible housing and workplaces. One concern that has been expressed is the lack of accessible community services and programs. Accessible transportation is not available in the community; most persons with disabilities must rely on their family members for transportation. There are no recreational facilities for this segment of our population. Also, physical therapy is nonexistent for persons who are need of this service.

People with disabilities on the Lower Brule Reservation need access to employment and need to be given the chance to prove themselves as valuable employees and contributing members of the community. Independent living services are also nonexistent in the central part of the state (Lower Brule Area). Services available are not culturally relevant and are not located near any reservation areas. There is a greater chance for success and continuity of care for the Native American with a disability if the treatment plan and follow-up care are provided by someone from his own culture near the extended family who provides support for the person with the disability.

Suitable stable employment is a great concern for all people living on the reservation. There are no industries or other businesses that can provide stable employment for people in the work force. We have been having difficulty locating training work sites and employment for some of our clients who have a physical disability which prevents them from any type of manual labor and a learning disability which further prevents them from acquiring any other type of position. What is needed for this segment of the disabled population is some type of assembly line work which will accommodate their ability to do repetitive tasks without involving heavy physical labor.

9. What is the future of rehabilitation on your reservation and, from your perspective, for the Native American Nationc?

The future of rehabilitation on our reservation will have to answer to the needs of the persons with disabilities to accommodate the various strengths and weaknesses associated with life on the reservation

I believe that cultural relevancy is imperative to the success of the rehabilitation of the consumer and that aspect must be reflected in all areas of the rehabilitation services on the reservation (staff, IWRP, service provision, follow-up and community education)

There are nine tribes located in South Dakota; only two have Section 130 Projects located on their reservations. Lower Brule and Standing Rock, which are located in North and South Dakota, serve the Native Americans with disabilities on their reservations. Seven other tribes do not have access to rehabilitation services through their respective tribes.

Vocational rehabilitation services are provided through the State Rehabilitation Services program but not on a consistent, culturally relevant basis. Due to the lack of transportation, location to district offices, and time restraints, the State vocational rehabilitation counselors have difficulty in successful rehabilitation of the Native American clients located on these reservations. My concern is that those clients or applicants who are deemed not feasible, for whatever reason, are not given the opportunity to achieve their potential or do not receive rehabilitation services. Many options which can be applied to Native American clients living on the reservations are often overlooked because of the lack of knowledge on the part of the vocational rehabilitation counselor and supervisor. The traditional work setting is not always a workable solution for the client; other aspects of employment must be considered such as home based employment and small business ventures.

Independent living services geared to the unique needs of the Native American consumer must be considered by the Indian tribes. There is a definite lack of funding resources in this area for independent living centers and services nationwide. Indian Tribes will have to compete for those resources that are available. Currently, there is a Native American organization in South Dakota (Tateya Topa Ho; Voice of the Four Winds) which is made up of representatives from each tribe and other interested people from various tribal organizations across the state as well as Native Americans with disabilities. We have joined together as one cohesive entity to find a solution to the lack of culturally appropriate and relevant independent living services for Native American people in South Dakota. We have joined together with the South Dakota Advocacy Services and the State Rehabilitation Services to develop a plan of action for this need.

10. What role does technology play in the lives of individuals with disabilities on your reservation?

Native American people with disabilities on the Lower Brule Reservation have limited access to any type of assistive technology. In order to receive assistive technology, the person with the disability must be assertive in attempts to find such services. There are limited resources on the reservation such as Indian Health Services, Tribal Vocational Rehabilitation Services, and the Tribal Housing Authority. The South Dakota Assistive Technology Project, located in Rapid City, has provided one individual with an assistive device for his visual impairment. Ramps have been provided for those in need through the cooperative efforts of the Maza Oyate Vocational Rehabilitation Project and Tribal Work Training Program. Technology is a new area which is being recognized by the Tribal Council, Bureau of Indian Affairs, and Indian Health Services Programs. Often such devices were associated with only the elderly. Very often, the other segments of the population were excluded from access to such funding sources and services. I believe as community awareness grows and those with disabilities become more aware of their rights to services, there will be resources made available to those in need.

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                               |
Disability                     |  Number
_______________________________|__________
                               |
Substance Abuse	               |  250
Accidents/lnjuries	       |   70
Specific Learning Disabilities |   50
Severe Handicaps	       |   30
_______________________________|__________
                               |
Total Number	               |  400
_______________________________|__________

Rick Hoover, Project Director     Phone: 907/842-5257
Bristol Bay Native Association    Fax: 907/842-5932
Human Services
P.O. Box 310
Dillingham, AK 99576
                                                        
Joe Kelley, Project Director      Phone: 907/486-5725    
Kodiak Area Native Association	  or: 907/871-6338       
402 Center Avenue		  Fax: 907/486-2763                        
Kodiak, AK 99615		  or: 907/871-7304       
				        

Treva M. Roanhorse, Director	  Phone: 602/871-5076
OSERS                             Fax: 602/871-7474
The Navajo Nation
P.O. Box 308
Window Rock, AZ 86515

Kenneth J. Callahan, Director     Phone: 208/238-3916
Vocational Rehabilitation Program Fax: 208/237-0797
The Shoshone-Bannock Tribes
P.O. Box 770
Fort Hall, ID 83203

Don Lussier, Project Director     Phone: 218/679-2122
Red Lake Band of Chippewa Indians Fax: 218/679-3378
Tribal Social Services
P.O. Box 427
Red Lake, MN 56671

Mary Meruvia, Project Director    Phone: 601/656-5251
Mississippi Band of Choctaw Indians           ext. 37
P.O. Box 6010 - Choctaw Branch    Fax: 601/656-1902
Philadelphia, MS 39350

Mike Hermanson,                   Phone: 406/675-4800
  Project Director                Fax: 406/675-480
Confederated Salish &
  Kootenai Tribes of the Flathead Nation
P.O. Box 117
Pablo, MT 59855


Steve Galbavy, Project Director	  Phone: 406/395-4269
Chippewa Cree Tribe               Fax: 406/395-4836
Stone Child College
Rocky Boy Route, Box 1082
Box Elder, MT 59521

Rusty Cantrell, Project Director  Phone: 406/768-3488
Fort Peck Assiniboine & Sioux     or: 406/768-5486
  Vocational Rehabilitation       Fax: 406/768-5478
  Program
P.O. Box 1027
Poplar, MT 59255

Leauna Groynes,                   Phone: 704/497-9827
 Project Director		  Fax: 704/497-5802  
Vocational Opportunities
 of Cherokee, Inc.
Eastern Band of Cherokee
P.O. Box 653
Cherokee, NC 28719

Donna Thomas,                     Phone: 701/477-5605
 Project Director                 Fax: 701/477-5028
Turtle Mtn Band of Chippewa Indians
Turtle Mountain Community College
P.O. Box 340
Belcourt, ND 58316

Sidney Claymore,                  Phone: 701/854-3861 
 Project Director		  or: 605/823-4318    
Standing Rock Sioux Tribe	  Fax: 605/823-4982   
P.O. Box 109
McLaughlin, SD 57642

Carma Tucson,                     Phone: 505/782-5738
 Project Director                 or: 505/782-5798
PuebloofZuni                      Fax 505/782-2585
P.O. Drawer 989
Zuni, NM 87327

James K. Ahtone,                  Phone: 405/247-9493
Project Director		  Fax: 405/247-3153  
Apache Tribe of Oklahoma
P.O. Box 1220
Anadarko, OK 73005

Jorja Calico, Program Director    Phone: 918/458-4415
Vocational Rehabilitation         Fax: 918/456-6485
  Services Program
Cherokee Nation
P.O. Box 948
Tehlequah, OK 74465

Randy Hammons,                    Phone: 405/326-8304
  Project Director		  Fax: 405/326-6663  
Choctaw Nation of Oklahoma
P.O. Box 88
Hugo, OK 74743

William Rodgers,                  Phone: 503/553-3491   
Project Director		  Fax: 503/553-3367  
Confederated Tribes of Warm Springs
  Indian Reservation of Oregon
P.O. Box C
Warm Springs, OR 97761

Maria Estes, Project Director     Phone: 605/473-5244
Maza Oyate Vocational             Fax: 605/473-5606
  Rehabilitation Program
Lower Brule Sioux Tribe
P.O. Box 187
Lower Brule, SD 57548

Carleen Anderson,                 Phone: 509/634-4711
  Project Director		  Fax: 509/634-8841  
Colville Confederated Tribes
P.O. Box 150
Nespelem, WA 99155

Lloyd Pinkham,                    Phone: 509/865-5121 
  Project Director		  Fax: 509/865-5528   
Yakima Tribal Council
Human Services Department
P.O. Box 151
Toppenish, WA 98948

Frank Peratrovish,                Phone: 206/436-0345   
  Project Director		  Fax: 206/436-0360  
VR Program - N.W. Washington
Intertribal Ed. & Training Board
P.O. Box 460
Darrington, WA 98241

Carol Cordova,                    Phone: 206/426-3990
  Project Coordinator             Fax: 206/427-8003
Mike Peters, Project Director
South Puget Intertribal Planning
SE 2750 Old Olympic Highway
Shelton, WA 98584

                                         (Revised July 7, 1994)


Member                          Contact Person               Address               Phone           Fax    
____________________________________________________________________________________________________________
						                                                                            
American Indian Rehabilitation  Priscilla Sanderson,  Northern Arizona Univ.   (602)527-0428   (602)523-9127               
Research & Training Center	Director	      P.O. Box 5630                                                    
						      Flagstaff, AZ 86044-4096                                         

Bristol Bay Native Association  Rick Hoover,	      PO Box 310               (907)842-5257   (907)842-5932
                                Project Director      Dillingham, AK99576                                    
                                                                     
Cherokee Nation	                Jorja Calico,	      P.O. Box948              (918)458-4415   (918)456-6485        
	                        Program Director      Talequah, OK 74465
						                           
Choctaw Vocational	        Mary Lundy Meruv      P.O. Box 6010            (601)656-1902   (601)656-1902
Rehabilitation Program	        Program Specialist    Philadelphia, MS 39350          (voice transfer)

Choctaw Nation of Oklahoma	Randy W. Hammon	      PO Box 88                (405)326-8304   (405)326-6663
Vocational Rehabilitation	Project Director      Hugo, OK 74743  
						                                                      
Colorado Rehabilitation         Jim Weiland,   	      900 Jefferson County     (303)271-4882   (303)271-4887
Services			Reg. Supervisor	      Parkway 
				NA Coordinator 	      Golden, CO 80401                                       
						                  
Colville Confederated Tribes	Carleen Anderson,     P.O. Box 150             (509)634-8842   (509)634-8841            
Vocational Rehabilitation	Pro. Manager I	      Nespelem, WA 99155 
						                           
Division of Vocational	        Marion Cotterman,     1100 Herschler Bldg.     (307)777-6801   (307)777-5939
Rehabilitation	                Consultant	      Cheyenne, WY 82002
						                   
Fort Peck Tribes                Rusty Cantrall,       Box 1027                 (406)768-3488   (406)768-5478
Assiniboine & Sioux 		Director              Poplar, MT 59255  		

Quintin Kingfisher              Quintin Kingfisher,   Box 31274                (406)477-8331   (406)477-6829
				Individual            Billings, MT 59107                     

Kodiak Area Native Association  Joe Kelley,	      402 CenterAve            (907)486-5725   (907)486-2763
                                Project Director      Kodiak, AK 99615                    
						       
Maza Oyate                      Maria Estes,	      Box 187                  (605)473-5244   (605)473-5606
Vocational Rehabilitation       Director	      Lower Brule, SD 57548 

Native American R & T Center    Carol Locust,	      1642 E. Helen Street     (602)621-5075   (602)621-9802     
                                Director	      Tucson, AZ 85719                              
						                                                               

Northwest Washington            Frank Peratrovich,    Inter-Tribal             (206)436-0345   (206)436-0360  
				Executive Director    Ed./Training Board                                     
						      P.O. Box 460                                                  
						      Darrington, WA 98241
                           
Pueblo of Zuni	                Carma Tucson,	      P.O. Box 339             (505)782-4481   (505)782-2585
Vocational Rehabilitation	Project Director      Zuni, NM 87327                                                
						                       
RCEP II                         David Burganowski,    439 Baldy Hall           (716)645-2517   (716)645-3837
State University of		Associate Director    Buffalo, NY 14260                                             
New York-Buffalo				                       
						                                                                    
RCEP VI                         Leon Thornton,	      P.O. Box 1358            (501)624-4411   (501)624-6250
University of Arkansas	        Director	      Hot Springs, AR 71902                                         
						                                                                     
RCEP VIII                       Ray Nelson,	      Greeley,                 (303)351-6956   (303)351-6519
University of Northern		Director   	      Colorado 80639                                                
Colorado					                     
						                     
RCEP IX	                        Jimmy Warne,	      5850 HardyAve., #12      (619)594-4220   (619)594-4208
San Diego State	Lead            Specialist	      San Diego, CA 92182                                            
University Foundation				                                                                     
						      
RCEP X	                        Colleen Fox,	      14110 NE 21st Street     (206)957-4522   (206)747-5360          
Western Washington	        Director	      Bellevue, WA 98007-3719                                
University					                                                                     
						                                                      
Salish Kootenai College	        Mike Hermanson,	      Box 117                  (406)675-4800   (406)675-4801
Voc. Rehab. Project	        Director	      Pablo, MT 59855               
						                     
South Puget Inter-Tribal	Carol Cordova,	      SE 2750 Old Olympic      (206)426-3990   (206)427-8003
Planning Agency	                Vocational Rehab.     Shelton, WA 98584         
	                        Coordinator	       
						      1642 E. Helen Street     (602)621-5075   (602)621-9802
Douglas St. Clair               Douglas St. Clair,    Tucson, AZ 85719
				Individual             
						      
Standing Rock Sioux             Sidney Claymore,      Box 109                  (605)823-4318   (605)823-4982 
Voc. Rehab. Program  		Director              McLaughlin, SD 57642               
						                     
						                     
Stone Child College		Steve Galbavy,	      Rocky Boy Route          (406)395-4269   (406)395-4836
Chippewa Cree Tribe		Director	      Box 1082
						      Box Elder, MT 59521

Texas Rehabilitation            James L. Jackson,     4900 N. Lamar Blvd       (512)483-4003   (512)483-4012
Commission			Executive Deputy      Austin, TX 78751-2399

             
The Navajo Nation               Treva Roanhorse,      P.O. Box 1420            (602)871-5076   (602)871-7474
Voc. Rehab. Program             Director              Window Rock, AZ 86515                           

                                                                  
Turtle Mountain                 Donna Thomas,         P.O. BOx 340             (701)477-5605   (701)477-5028 
Community College               130 Project Dir.      Belcourt, ND 58316                                       
                                                         
Warm Springs Vocational         Dan Burke,            P.O. Box C 1             (503)53-4952    (503)553-3367           
Rehabilitation Program,         Program Supervisor    Warm Springs, OR 97761                                  
The Confederated Tribes of                               
Warm Springs                                                                                                      
Vocational Opportunities        Laura M. Gloyne,      P.O. Box 653             (704)497-9827   (704)497-5802 
of Cherokee, Inc.               Director              Cherokee, NC 28719