1. Evaluating a Child for a Possible
Disability:
A Sweetgrass Method
Mark Standing Eagle Baez Ed. Psychologist/Mental Health Practitioner

2. Today’s Agenda
 Initial process of suggesting an evaluation
 Sweetgrass Method
 Tips for helping parents accept their child's disability from a
cultural perspective.

3. Disseminating Information to a Parent
 Traumatizing: Receiving such a message can produce overwhelming emotions of
shock, disbelief, fear, anxiety
 Overwhelming
 Confusing: Within that moment, research has shown that some parents cannot
distinguish between the unconscious wish for an idealized normal child from an
unthinkable, sudden reality of one who is not.
 Questioning ("why me”) They may feel grief, depression, or shame. Some may also
ask questions of "why me" and conclude that they are being punished for sins or
bad acts of the past.
 Coping: how to deal with it all

4. Parents may not truly understand what is
being said to them
 Parents will take what is said and process internally and may not express
to you as staff, that they have ANY questions or any confusions about it
all.

5. Initial Process of suggesting an evaluation
 Initial invitation to meet with parent/guardian to address areas of concerns.
 Present history initial struggles and strategies provided.
 Suggest more intensive strategies, observations and to regroup after a month.
 If struggles persist, regroup as a team to make recommendation to evaluate
on areas of strength and areas to improve on.
 Deliverance: It’s not what is said, but how it is delivered. (cultural responsiveness
approach recommended).
 Key players need to be actively present.
 Teacher
 Parent/guardian
 Director
 SPED professional

6. Possible stages we may see with
adjustments for our parents
 Stage one: Sometimes parents may express their feelings through physical outbursts or,
occasionally, inappropriate laughter.
 Stage two: Some parents will search for or try to propose various actions in an attempt to
change the reality.
 Stage three: They may demonstrate their anger outwardly, in the form of rage, or
become withdrawn and passive from intense feelings of guilt, is common.
 Stage four: Feelings of shame, guilt, hopelessness, and anxiety stemming from a new
overwhelming burden of responsibility can become intense.
 Stage five: This is the stage of acceptance, meaning the parents have achieved an
unconditional positive regard for the child.
 Stage six: Parents are able to put their lives back together and enjoy living, imagine a
future, and talk of their child free of undue emotion. They can discuss and participate in
designing or providing instruction objectively.

7. Food for thought: Parent/guardian that may be
hesitant towards an evaluation/assessment
 We are here as a team to gather information that will help determine the
child’s educational needs
 We are here to guide decision making about appropriate educational
programming for your child
 An evaluation is essential in the first steps in the process of identifying
strengths and areas of need

8. Our responsibility of school with our parents
 Because schools accept students with disabilities, they have a responsibility
to provide appropriate support to parents as they pass through these various
stages.
 The school may provide parent- to-parent support groups, which are divided
by disability and facilitated by school personnel such as a school
psychologist, counselor, or teacher.
 Should a parent need support counseling, the school should provide a list of
possible individuals with whom the parent could meet.

9. Suggestions on disseminating recommendations on
evaluations/assessments: Cultural Responsive
approach

10. Sweetgrass Method: Cultural responsive
approach in working with parents on the IFSP-
 ‘Sweetgrass Method: It is an approach that empowers others intellectually,
socially, emotionally and honorably by using cultural methods (language,
traditions, familial respect, patience, etc.) to share knowledge, skills and
beliefs.’ Baez 2016

11. Sweetgrass Method:
Introspection Stand-first strand in the braid
 Introspection Stand: Consciously or sub-consciously, we as Indigenous people,
braid with our Earth Mother and God our Creator (self/Earth Mother/Creator)
daily for strength and focus for the day.
 Introspection Stand: Make time to connect and ground ourselves daily with
the Earth and the Creator so we are better prepared for what comes our way
mentally, emotionally, physically, and spiritually.
 Be prepared for your day (With your students, parents and co-workers). ‘If
we fail to prepare, we prepare to fail’

12. Introspection (self)

13. Collaborative Strand- working with
families and other professionals
 Partnerships with parents and co-workers are critical in the success of the
child.
 Collaborating with other professionals (teachers/directors/behavior
interventionist), other agencies on strategies, accommodations and or
guidance is KEY. Demonstrate ability to work effectively and respectfully
with teams (parents/guardian, agencies, etc.)
 Communicating clearly (what you are asking for) and Listen effectively to
decipher the needs. Maybe a parent/guardian may need to have the
information interpreted in their language. It may take several meetings
and creative approaches to have parents/guardians on board

14. Power of Collaboration- Dine’ girls preparing a Kinaalda
cake & the Havasupai Dancers (Basket dance)

15. Continuous Strand (Third strand in the
braid)- work continues to move forward with
and for others*
 Continued support for our students, parents/guardians and co-
workers is vital.
 Continued collaboration and partnerships with parents,
professionals and agencies.
 Continued ongoing staff development will provide you with the
tools needs for a successful outcome

16. Continuous

17. Reaching acceptance: Sweetgrass Method
 Most parents need assistance to progress positively towards a level of reasonable
acceptance, closure, and renewal includes an accurate understanding of reality.
 Professionals (Introspection) can help parents (Collaborative) achieve a balance between
their hopes and reality with ongoing support or strategies (Continuity).
 Not every parent may experience these stages of grief, suffering, and acceptance.
However, as professionals, we (Introspection) need to be prepared to assist parents
(Collaborative) in working through these stages as much as needed (Continuous)

18. Sweetgrass Method and the IFSP/IEP/Evaluation- Looking
through a cultural lens (Sweetgrass Method to provide cultural
responsive services).
 Introspective (as Teachers/psychologists/administrators looking within self and areas of
cultural responsive methods that are culturally appropriate (i.e., evaluations/assessment).
Making sure the psychologist/Therapist does not come with his/her mind-set of how to fix
Indians, but with understanding of that particular tribe and traditional customs. Not all Native
live in Teepee’s/Tipi’s
 Collaboration (as educators/administrators and psychologist), we consult with families,
traditional practitioners, special education team and community resources to bring services for
the child. Also, a possible meeting with the parent (one on one) to explain how this will unfold
(intimately/sensitively) versus calling a meeting where the entire team on one side of the table
and the parent is by herself on the there side.
 Continuity/Continuous (educators/administrators) providing ongoing/continued
support/parents/guardians/children and continuously seeking healing opportunities,
Positive Indian Parenting support training as a means of developing comprehensive
partnerships.

19. Continuity tips for helping parents accept their
child's disability
 Relay a diagnosis with compassion and an appropriate degree of hope for the
child and parents. Be culturally sensitive, may take time and support.
 Ask parents how much and what types of communication they find helpful.
 Encourage parents to ask questions and express their emotions.
 Know the resources available to assist the child and parents.
 Each time you communicate with the parents assess their level of adjustment
and what they have been able to internalize and understand.
 Reinforce the practice of parent participation in helping their child learn and
develop.
 Understand and accept parental ascendance through the stages of adjustment
as being a normal process and support them.

20. Power in Continuity (continuous)- importance of
continued support and direction

21. PowerPoint and contact information
 http://www.nativelife1.com
Email: nativelife1@hotmail.com