Although American Indian and Alaskan Native students are disproportionately represented in special education programs and services across the nation, little has been written about this population in terms of disability status. Specifically, questions persist regarding the factors that place these students at risk for special education placement and services during the early childhood years. There is also a lack of research regarding effective educational services for this population. Originally commissioned for presentation at the 2005 Rural Early Childhood Forum on American Indian and Alaskan Native Early Childhood Learning, this paper explores the current state of the knowledge in educating young American Indian and Alaskan Native children with or at-risk of disabilities. Implications for practice and research are also discussed.
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