Author ORCID Identifier:

https://orcid.org/0000-0002-2677-2127

Date of Graduation

7-2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Curriculum and Instruction (PhD)

Degree Level

Graduate

Department

Curriculum and Instruction

Advisor/Mentor

Kucharczyk, Suzanne

Committee Member

Holyfield, Christine

Second Committee Member

Glade, Rachel

Keywords

Cherokee Nation; Native American; Native American Speech-Language Pathologists; Special Education; Speech-Language Pathologist; Speech-Language Pathology

Abstract

Abstract: This narrative inquiry centers the lived experiences and professional voices of Native American speech-language pathologists (SLPs) working with students with disabilities on tribal lands, a population that remains unheard within special education and speech-language pathology research. Grounded in Indigenous epistemologies that honor relationality, storytelling, and community accountability, this study explores how Native American SLPs navigate systemic inequities, cultural and linguistic mismatches, and institutional constraints while providing services in public, tribally controlled, and Bureau of Indian Education schools. Through in-depth narratives, the research illuminates how participants resist deficit-based approaches by reframing silence, communication styles, family engagement, and disability through culturally grounded perspectives. The findings reveal persistent challenges, including inadequate resources, high caseloads, limited culturally responsive training, and external scrutiny rooted in misunderstanding Native communities. At the same time, the narratives foreground resilience demonstrated through culturally responsive assessment practices, advocacy for Native students and families, collaboration, and the integration of cultural identity into clinical decision-making. By elevating Native American SLPs’ stories as epistemological contributions rather than data to be extracted, this study challenges colonial research paradigms and calls for the integration of tribal studies approaches in speech-language pathology. This research contributes to more ethical, responsive, and effective practices that support Indigenous students with disabilities and affirms Native professionals as vital knowledge holders in education and clinical practice.

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