Abstract
Tuba City Boarding School, in northern Arizona, is a Western Navajo Agency facility responsible for the education of kindergarten through eighth grade Navajo children. For several years, the school's Special Education Coordinator has received informal grievances from the regular faculty about their inability to adequately teach the mainstreamed exceptional students. As a result, the School initiated a Summer Special Education Program, which provided instruction to the special education students. The Summer Program's approach precipitated significant change in teacher/student interpersonal relationships, student achievement, and educational aide special education knowledge and skills.
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