Disability and Equity in Education Commons^™

A Guidance Practice Model: Reframing Prevention, Identification, And Treatment Of Trauma-Impacted Students With Intellectual Disabilities, Mark H. Thomas

Electronic Theses and Dissertations

The experience and exposure of trauma among youth, especially continuous traumatic experiences, poses considerable risks of long-term effects. Moreover, untreated trauma and subsequently negative mental health outcomes, like anxiety and depressive disorders, can negatively impact the psychosocial and academic functioning of students. One population that is generally overlooked regarding mental health in schools are students with intellectual disabilities (ID). This is problematic as this population is at an increased risk of traumatic experiences, such as maltreatment and social exclusion.

Moreover, the comorbidity of trauma and internalizing disorders among students with ID can exacerbate already existing challenges and deficits with social …

Aligning Novice Special Educators Classroom Practices, Mentoring Support, And Needs With Discrit Classroom Ecology, Kaitlyn Stillwagon

Theses and Dissertations

This multiple case study investigates the alignment of novice special educators’ classroom practices, mentoring supports, and expressed needs with DisCrit Classroom Ecology. Situated in a large, urban city in the Northeast United States, this study centers the experiences of novice special educators and their mentors to examine this alignment to uncover gaps and best practices for improved mentoring support for novice special educators. Data were collected through semi-structured interviews, classroom artifacts, and teacher reflection journals. Thematic analysis using both deductive and inductive coding revealed that novice special educators demonstrated emerging entry points toward DisCrit aligned practices, particularly in the use …

Sensemaking Opportunities For Students Experiencing Difficulty: A Mixed Methods Study, Rachel Juergensen, Delinda Van Garderen

Journal of Science Education for Students with Disabilities

All students deserve to be engaged in high-quality science instruction that moves beyond memorization and recall of facts and offers opportunities for sensemaking. Science achievement is alarmingly low signifying there is a large percentage of students experiencing difficulty in science. The low science achievement may be symptomatic of gaps in opportunities for sensemaking within the science classroom. Using an explanatory sequential mixed methods design, the current study explored the relationship between middle school science teacher beliefs and opportunities students experiencing difficulty in science had to participate in sensemaking discussions. Integrated findings from the study suggest that teachers’ beliefs influenced the …

Anti-Ableist Teaching: Centering Disabled Perspectives In Collaborative Content-Creation, Suzanne Stolz, Toni Saia

Feminist Pedagogy

Although many service professionals (teachers, paraprofessionals, therapists, counselors) learn that disability inclusion is important, much of what they learn is still rooted in deficit terms. This paper describes why and how a collaboration of disabled scholars uses centering as a strategy in content development for an anti-ableist teaching resource website.

Building An Inclusive Classroom: Digital Humanities (Dh) And Critical Disability Studies (Cds) In The Francophone World, Vidya H. Surti, Kaliane Ung

Feminist Pedagogy

The purpose of this co-authored article by a teacher and student is to contemplate the feminist implications of infusing Critical Disability Studies and Digital Humanities into the traditional humanities classroom. Furthermore, this article implements strategies for inclusive and flexible pedagogy. This article will contribute a case study for an interdisciplinary project of academic rigor, while mitigating student wellbeing through mechanisms of classroom autonomy.

Increasing Implementation Of The Comfortable Cafeteria Program To Promote School-Age Children’S Mental Health And Well-Being, Reinecka Mondesir, Angela Labrie Blackwell Phd, Otr

Summer 2025 OTD Capstone Symposium

Every Moment Counts (EMC) is a positive mental health promotion initiative that offers several initiatives to create inclusive environments that support student participation and emotional well-being throughout the school day. Comfortable Cafeteria, part of EMC, fosters positive mealtime experiences supporting peer interaction, emotional regulation, and inclusion. Many SBOT practitioners lack the resources to implement Comfortable Cafeteria, despite its benefits. This capstone project addresses the need for practical tools to help school-based occupational therapy (SBOT) practitioners integrate the Comfortable Cafeteria program into daily practice. Using the Multi-Tiered System of Supports (MTSS) framework, the project developed and disseminated an interactive, evidence-based video …

A Specialized Training Toolkit To Increase Inclusion Of Children With Disabilities In After School Programs, Merilyn N. Powdrill, Abby Vander Laan, Angela Blackwell

Spring 2025 OTD Capstone Symposium

The Inclusive Pathways Toolkit was developed and implemented in after-school programs to enhance staff competencies in supporting children with disabilities. This initiative aimed to create a more inclusive environment by providing staff with practical strategies and resources, thereby improving the overall experience and participation of children with disabilities in after-school activities.

Navigating Early Intervention: The Experiences And Impact Of A Parent Coaching Model On Immigrant And Refugee Families In Rural Massachusetts, Emily Pleasant

Capstone Collection

Early Intervention (EI) programs play a critical role in supporting the developmental needs of children from birth to age three. This study explores the experiences of immigrant and refugee families engaging with EI services in rural Massachusetts, focusing particularly on the implementation and effectiveness of parent coaching models. Utilizing a mixed methods design that incorporates both narrative and phenomenological approaches, the research examines how families from culturally diverse backgrounds perceive and engage with EI services. This study discusses what barriers or facilitators they encounter throughout their journeys with Early Intervention. Preliminary findings suggest challenges related to language, cultural differences in …

Asset And Deficit Thinking: Ed.D. Students’ Perceptions And Preferences Around Their Instructors’ Feedback, Rebecca R. Simataa, Jordan O'Connell, Kateri Johnson, Christopher Dufault

Essays in Education

This study investigated cohort-based Ed.D. students’ perceptions and preferences related to deficit and asset-based instructor feedback. The researchers collected data from 28 current Ed.D. students through a survey based on Henderson et al.'s (2016) Feedback for Learning questions. While students generally perceived feedback as asset-focused, they expressed a need for more growth-oriented, individualized responses. Additionally, male participants significantly perceived more asset-based feedback than females, suggesting that demographic alignment between instructors and students may influence perceptions around feedback. Implications suggest that Ed. D. faculty can enhance feedback practices by choosing transactional or transformative approaches based on students' needs and preferences, offering …

Reimagining Learning Outdoors: How Active Outdoor Play-Based Learning (Aopl) Supports Student Growth And Academic Success - A White Paper For School Leaders And Classroom Teachers, Steph Dean

Publications

Active Outdoor Play-Based Learning (AOPL) is an evidence-based approach that integrates active play, outdoor environments, and academic goals. It supports not only curricular learning but also students’ physical, emotional, social, and cognitive development. This white paper shares practical insights from a systematic review of 21 empirical studies (2008-2024) on AOPL implementation in formal school settings.

AOPL is a pedagogical strategy that uses play and the outdoors as meaningful contexts for learning. Teachers who implement AOPL build connections between curriculum and students’ natural curiosity while leveraging the benefits of being outside¹.

This paper highlights practical strategies and compelling outcomes …

The Impact School Leaders Have On Special Education Teacher Retention: A Cross-Case Analysis Of Two Elementary School Leaders, Nancy S. Bowers

All Dissertations

School leaders shape school culture and job satisfaction, impacting teachers’ decisions to remain or exit schools. The demand for special education teachers has continued to increase. I studied the impact school leaders have on increasing special education teacher retention by answering the following research question: How can school leaders increase the retention rates of special education teachers? This qualitative case study was guided by two theoretical frameworks, transformational leadership theory and critical disability theory, which informed the research design. I conducted the research at two public elementary schools in a suburban community in South Carolina. The findings revealed school leaders …

Data For Services For Children Of All Abilities In Libraries (Scale) Project, Maria Cahill, Denice Adkins, Bobbie Sartin Long, Derek Thomas Myles Daskalakes, Caroline Gooden, Melissa Stormont, Alicia K. Long, Carol Russell

Information Science Faculty Data

The University of Kentucky, in collaboration with the University of Missouri and Emporia State University, and in partnership with the Kentucky Department of Libraries and Archives, the State Library of Kansas, the State Library of Missouri, the Kansas State Department of Education, the Kentucky Department of Education, and the Kentucky Governor’s Office of Early Childhood, engaged in a four-year exploratory stage, multi-state, Research in Service to Practice project investigating the effectiveness of library services, practices, and behaviors effective for serving children with disabilities and/or developmental delays who span ages birth to 5-years. Aligned with the IMLS agency-level Promote Lifelong Learning …

Reimagining Learning Outdoors: How Active Outdoor Play-Based Learning (Aopl) Supports Student Growth And Academic Success - A Policy Brief For District Leaders And Educational Policymakers, Steph Dean

Publications

Active Outdoor Play-Based Learning (AOPL) is an evidence-based educational approach that integrates active play, outdoor environments, and academic goals. It supports not only curricular learning but also students’ physical, emotional, social, and cognitive development. This brief presents practical insights from a systematic review of 21 empirical studies (2008–2024) on AOPL implementation in formal school settings, offering guidance for systems-level investment and policy alignment.

AOPL is a pedagogical strategy that uses play and the outdoors as meaningful contexts for learning. When embedded into school culture, AOPL offers a scalable and cost-effective way to advance curricular goals while also supporting whole-child development. …

Examining The Correlation Between Special Education Eligibility And Socioeconomic Status In Rural Minnesota Public Schools, Lisa Schlosser

Education Doctorate Dissertations

The study examined the relationship between socioeconomic status (SES) and Special Education identification in rural Minnesota schools, focusing on Specific Learning Disabilities and Other Health Disabilities, to determine whether students from lower-income backgrounds are disproportionately identified for Special Education services. Data were collected from five rural Minnesota public schools, analyzing student-level demographic and eligibility data from the 2022–2023 school year. Descriptive statistics, Pearson’s correlation analysis, and ratio calculations assessed the relationship between SES, indicated by free/reduced-price lunch eligibility, and Special Education identification rates. The results revealed a significant positive correlation (r = 0.84) between students qualifying for free/reduced-price lunch and …

Using Coaching To Improve Co-Teaching Practices Through The Use Of Improvement Science, Ashley D. Grech

All Dissertations

This dissertation in practice examines the impact of professional development and instructional coaching on improving co-teaching practices in a high-poverty Title I high school in South Carolina. Many co-teaching models fail to reach their full potential due to inadequate training, limited planning time, and unequal role distribution between general and special educators. Using a mixed-methods improvement science framework, this study implemented targeted professional development and bi-monthly coaching cycles to strengthen collaboration and instructional fidelity. Quantitative data included pre- and post-intervention educator observation rubrics; qualitative data were collected through coaching debriefs and empathy interviews. Results revealed increased implementation of co-teaching strategies …

Empathetic Differentiated Instruction In Deaf Education: Examining Influencing Factors And Experienced Educator Practices, Laura A. Blackburn

STEMPS Master's Level Projects and Papers

This mixed-methods study investigated how experienced K–12 deaf educators implement empathetic, differentiated instruction (EDI) to support the academic and linguistic needs of deaf students who use American Sign Language (ASL) as their language of learning. Guided by Tracey and Baaki’s instructional design empathy model and grounded in constructivism, the study explored how teachers navigated the tension between standardized, English (sound-based) curriculum demands and the need to make instructional decisions aligned with signed language modalities and responsive to students’ real-time learning needs.

A custom electronic survey was distributed to a national sample of experienced educators, with 19 respondents completing Likert-scale items, …

Readiness Of Universitas Indonesia To Be An Inclusive Campus For People With Disabilities, Dumilah Ayuningtyas, Tri Auri Putri Ayuningtyas, Anita Pebrina Lubis, Anindya Naila Sabahat, Ratih Oktarina, Afaf Jauhar

Masyarakat: Jurnal Sosiologi

Ensuring equal education rights remains a challenge in Indonesia, despite constitutional mandates and the global commitment to “no one left behind.” The Disability Participation Rate remains low; in 2023, only 21.03% of individuals aged 19–23 were included. This reflects, among other factors, the limited preparedness of educational institutions. This study evaluates Universitas Indonesia’s readiness to develop inclusive education for persons with physical, sensory, mental, and intellectual disabilities. Using the capability approach, it assesses whether institutional resources can be translated into capability-enhancing conditions for students with disabilities. The study draws on literature review, targeted document searches, SWOT analysis, IFE-EFE matrices, and …

Deaf Faculty Members’ Experiences In Higher Education Institutions, Stephanie Proctor Horvath

Electronic Theses and Dissertations

Deaf faculty members bring diverse perspectives to higher education, yet their experiences remain underexplored in academic research. The critical first year of teaching can shape their career experiences, revealing both opportunities for growth and systemic barriers. The purpose of this study was to understand deaf faculty members’ experiences, focusing on their transition into academic roles, the accommodations provided in their workplaces, and the challenges they faced. This study employed a qualitative phenomenological design, utilizing semi-structured interviews with 15 Deaf faculty members, whose teaching experience ranges from 1 to 30 years. In the reflexive thematic analysis and AI-coding of this data, …

Engaging Minds: Assessing The Impact Of Arts-Integration On Science Achievement And Engagement Using Planned Experimentation, Fonda G. Dupre

All Dissertations

Elementary science education is essential for fostering inquiry, critical thinking, and problem-solving, yet it is often reduced or deprioritized due to the pressures of high-stakes testing in reading and mathematics. Despite federal calls for a well-rounded education under the Every Student Succeeds Act (2015), instructional time for science remains limited in many schools, particularly in under-resourced and high-poverty contexts. This reduction of science instruction time exacerbates achievement gaps and limits student engagement and interest in STEM fields.

This planned experiment investigates whether Arts-Integrated science instruction can increase student engagement and improve academic achievement among fourth-grade students at Foothills Academy of …

Engaging Minds: The Impact Of Multimodal Instruction On Multiplication Facts, Ashleigh Cobey

All Dissertations

This dissertation examined the impact of a multimodal, station-based instructional approach on student engagement and multiplication fact fluency among third-grade students at Hopeful Elementary School (HES), a Title I, high-poverty school. Traditional methods of rote memorization have not consistently met the needs of all learners, particularly those from under-resourced backgrounds or with disabilities. This study explored how structured opportunities to practice multiplication through music-based, game-based, and technology-enhanced learning experiences influenced student engagement and fluency.

Using a multimethod design, the intervention group participated in the Multimodal Multiplication Intervention, rotating through three stations Monday through Wednesday and selecting a preferred station on …