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The article applies a decolonizing critique to examine how colonialism influences special education programming, then reviews Indigenous and decolonizing scholarship to (re)imagine how educators may respond. Its analysis proposes four directions: critical self-examination, holistic assessment strategies, decolonizing teaching practices, and reimagined service-delivery models.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/decolonizing-possibilities-in-special-education-services/596114/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/decolonizing-possibilities-in-special-education-services/596114.png","ImageObject",300,407,{"name":92,"@type":93},"Anna Hans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"What four educator-focused actions does the analysis suggest?","Question",{"text":112,"@type":113},"It suggests educators (1) engage in critical self-examination, (2) adopt holistic assessment strategies, (3) explore decolonizing teaching practices, and (4) examine and (re)imagine service delivery models.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},596114,1792191794,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":131,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":137},5909892332657,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Decolonizing Possibilities in Special Education Services  \nNikki L. Yee  \nUniversity of British Columbia  \nDeborah L. Butler  \nUniversity of British Columbia  \nAbstract  \nColonial contexts continue to shape the experiences of Indigenous students, especially in special education, even as educators work to respond to Indigenous perspectives. In this article we first apply a decolonizing critique to consider how colonialism affects special education programming, then survey Indigenous and decolonizing scholarship to (re) imagine how educators may start to address these concerns. Our analysis suggests that educators (1) engage in critical self-examination,(2) adopt holistic assessment strategies,(3) explore teaching practices emerging from decolonizing perspectives, and (4) examine and (re)imagine service delivery models. Educators may use these ideas as a springboard for exploring more contextualized decolonizing possibilities.  \nKeywords: inclusive education, special education, decolonization  \nCanadian Journal of Education / Revue canadienne de l’éducation 43:4 (2020)©2020 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nRésumé  \nLes contextes coloniaux continuent de façonner les expériences des élèves autochtones, en particulier en enseignement spécialisé, et ce, même si les éducateurs s’efforcent de s’adapter au point de vue autochtone. Dans cet article, nous utilisons une critique de la décolonisation afin d’examiner comment le colonialisme affecte les programmes d’éducation spécialisée, et nous sondons le savoir autochtone et de décolonisation pour (ré)imaginer paroù les éducateurs peuvent commencer pour répondre à ces préoccupations. Notre analyse permet de suggérer aux éducateurs de : (1) s’engager dans un autoexamen critique,(2) d’adopter des stratégies d’évaluation holistiques,(3) d’explorer les pratiques d’enseignement émergeant des perspectives de décolonisation, et (4) d’examiner et de (ré)imaginer des modèles de prestation de services. Les éducateurs peuvent utiliser ces idées comme un tremplin pour explorer des pistes de décolonisation plus contextualisées.  \nMots-clés : éducation inclusive, éducation spécialisée, décolonisation  \nCanadian Journal of Education / Revue canadienne de l’éducation 43:4 (2020) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nLawrence came to class, answered all my questions, schooled the kids on First Nations politics, but declined to jump the hoops I had  \ncarefully laid out as judge of students’performance.  \nI grasped for ways to reach him.  \nStories in the teachers’lounge, they didn’t help.  \nBut faded lead scratches  \non the back of a report whispered  \n“Dyslexia.”Why didn’tI know?  \nLawrence walked a tightrope stretched across time and ancestral place.  \nHe played along  \nbut his eyes were dull. And when he walked home at the end of the term, he never looked back.  \nWhile Isit here, 10 years on, with Lawrence on my mind.  \n–Nikki Yee  \nCanadian Journal of Education / Revue canadienne de l’éducation 43:4 (2020) [www.cje-rce.ca](www.cje-rce.ca)  \nAs two non-Indigenous scholars and educators, we found little research that considers Indigenous learners like Lawrence. Nikki, Lawrence’s former teacher and special educator, was particularly frustrated with her inability to support Indigenous students meaningfully. Deb, a professor at the University of British Columbia, noted that much of the research in educational psychology lacks explicit connections with Indigenous perspectives. The national context set by the Truth and Reconciliation Commission (Truth and Reconciliation Commission of Canada, 2015), and the provincial context of educational partnerships and curricular innovations in British Columbia (BC Ministry of Education [BCMofEd], 2015), inspired us to begin expanding the scope of the discussion around decolonizing possibilities in special education.  \nWe understand the complex challenges faced by st","cbCaiizY54o9IREd","https://ap.wps.com/l/cbCaiizY54o9IREd","pdf",247555,33,"English","# Introduction\n## Research purpose and approach\n## Decolonizing critique and literature review\n## Framework for special education and service delivery\n## Terminology and sensitivity","[{\"question\":\"What four educator-focused actions does the analysis suggest?\",\"answer\":\"It suggests educators (1) engage in critical self-examination, (2) adopt holistic assessment strategies, (3) explore decolonizing teaching practices, and (4) examine and (re)imagine service delivery models.\"}]","Decolonizing Possibilities in Special Education Services | PDF",1792082465,83]