Disability and Equity in Education Commons^™

Addressing Disparities Among Latine Students In Special Education, Jesabel Jannette Centeno

Educational Leadership Professional Doctorate Dissertations

This study used Improvement Science to understand and address the overrepresentation of Latine students identified with specific learning disabilities (SLD) in elementary school settings. It highlighted the processes and systems that impacted Latine students' educational opportunities and services--emphasizing the need for culturally and linguistically aligned instructional practices. The study was set in a suburban school district in the Pacific Northwest, where many Latine students received special education services. It investigated the root causes of SLD over-identification among these students. It suggested that enhancing educational outcomes required a focused effort to reduce over- and under-identification in special education. The document now …

The Role Of Faith-Based Adult Education In Black And Marginalized Communities, Brian Jones

Murray State Theses and Dissertations

Abstract

The purpose of this study is to examine how faith-based and strengths-based adult education programs impact the cognitive well-being, life purpose, and socioeconomic outcomes of Black, and marginalized adult learners. The research seeks to understand the lived experiences of participants, motivations, and barriers to inform more inclusive and effective adult education practices. Additionally, the study aims to understand what impact these organizations are having on the self-efficacy, socioeconomic outcomes of Black and marginalized students, while looking to align areas for improvement. While the study uses quantitative methods to answer research question, the focus of questions bring insight that would …

Exploring Perceptions Of College Completion Obstacles Among First-Year Students With Disabilities, James Roshone Evans

Theses and Dissertations

Students with special needs encounter significant challenges that affect their development, social mobility, and ability to achieve personal and professional goals. Despite efforts to improve post-secondary education outcomes, enrollment rates among students with learning disabilities remain below average. This study examined the experiences of first-year college students with mild to moderate cognitive impairments to gain a deeper understanding of the barriers to degree completion. It examines mandatory education, California's special education laws, social support systems, and the theoretical frameworks of Tinto's theory on retention, Wahlberg's theory of academic achievement, and Astin’s scholarly roles theory. Interviews with 25 students with disabilities …

Including Conscientiously: How Charter School Educators Experience Inclusion Education Implementation, Joe A. Petty

Dissertations

This narrative inquiry examined how charter school educators experience inclusive education implementation while confronting ableist systems that maintain exclusion through seemingly neutral practices. This research emerged from my lived experience of how educational structures systematically marginalize disabled students while appearing progressive. The study investigated two research questions: how support structures and leadership practices either perpetuate or dismantle ableist assumptions embedded in educational practice, and how educators negotiate tensions between implementing evidence-based inclusive strategies and addressing environmental factors that create the need for those strategies.

Data collection employed semistructured interviews with eight credentialed educators across two Southern California charter school sites, …

Theoretical Frameworks Used To Conceptualize The Intersection Of Deafness, Emotional/Behavioral Disabilities, And Language In The Literature: A Scoping Review, Jeremy M. Peterson

Theses and Dissertations

The prevalence rate for emotional/behavioral disabilities (EBD) among d/Deaf and hard of hearing (d/DHH) students has consistently been reported as statistically elevated in the literature, but the exact reason for this high prevalence has not been determined. Factors such as diagnostic shadowing, language proficiency, and difficulties in interfamilial communication have been identified; however, recent research suggests that language deprivation may also be a contributing factor. The intersection of language deprivation and EBD among d/DHH students has been studied by numerous researchers, but, to date, no one has explored how these topics are conceptualized together in the literature. As such, I …

Boys Build, Girls Glam: An Examination Of Adult Language Use In Informal Steam Education Settings, Alexandra Horton

Theses and Dissertations

Research on STEAM education has primarily focused on formal education settings such as schools, with more research needed in informal or non-traditional education settings. As children frequently engage with informal and non-traditional education settings, it is important to understand how we can transmit information in these settings to bolster and further the learning process and increase engagement. STEAM fields have been plagued by racial and gender inequities that have led to these groups being marginalized and excluded (Blair et al., 2017; Eaton et al., 2020; Martin, 2018; Martin & Phillips, 2019; Miller et al., 2018; Newall et al., 2018, Sheffield …

Behavior Or Diagnosis? Comparing Explicit And Implicit Biases Of School-Based Professionals Towards Adhd And Asd, Vincent Rutherford

Pomona Senior Theses

Previous research shows bias against people with ADHD and ASD both in and outside of the classroom and demonstrates that access to a diagnosis impacts educator’s beliefs about a child. ADHD and ASD have a high level of diagnostic co-occurrence, as well as symptom overlap beneath the clinical threshold. The current study uses a vignette-length description of a student, an explicit bias questionnaire, and an Implicit Association Test to assess the relationship between implicit and explicit bias, as well as how educator bias is impacted by the diagnosis they have access to. Results suggest no statistically significant differences between explicit …

A Reset For Virginia: Systemizing Leadership And Resource Support For Alternatively Prepared Special Education Teachers, Nicholas E. Olson Dr., Rebecca W. Harmon Dr., Elizabeth H. Morris Dr., Michael-Jon Rodney Dr., Matthew Seidita Dr.

Doctor of Education Capstones

Virginia continues to face the impacts of the national teacher shortage, particularly in special education. The scarcity of licensed special education teachers has led to an increasing number of educators entering the profession through alternative routes with limited classroom experience. These alternatively prepared special education teachers (ARSETs) require sustained, targeted support to implement high-leverage practices (HLPs) that improve student outcomes. Although numerous professional learning opportunities exist, the current system of support is fragmented, and resources are inconsistently applied. Compounding this challenge, many schools lack enough experienced educators to provide in-field mentors for every new hire.

To assist the Virginia Department …

Why Should I Stay? Canadian Black Youth And Public Libraries, Amber Matthews

STEMPS Faculty Publications

This study used narrative inquiry and critical approaches to race to explore Black youth perceptions of public libraries and community-based programs. The study was conducted in Ontario with youth aged 13 to 24 and parents of youth. Data was drawn from semi-structured interviews with youth and parents and an arts-based qualitative tool. Libraries were identified as safe and welcoming community spaces. However, youth feel poorly represented and seek youth programs with a race-conscious and inclusive approach. Core recommendations include equitable approaches to representation, strengthening relationships with partner organizations, and addressing performative approaches to inclusion.

The Effects Of Technology-Based Self-Monitoring Intervention To Increase On-Task Behaviors For Adolescents With Intellectual And Developmental Disabilities, Deris Cox Jr

Theses and Dissertations--Educational, School, and Counseling Psychology

This study aims to assess the effects of technology-based self-monitoring interventions and to promote independent functioning skills for adolescents with intellectual and developmental disabilities (IDD). It also seeks to replicate the findings of Rosenbloom et al. (2019). IDD typically appears in adolescents before the age of 18 and affects an individual’s ability to learn, reason, and manage daily tasks. Behavior analysis is a common approach used to teach individuals with developmental disabilities new skills, decrease challenging behaviors, and enhance quality of life.

Spanish-Speaking Interpreters’ Perspectives: How Latinx Immigrant Caregivers Navigate The Special Education Process, Lizeth B. Tomas Flores

Theses and Dissertations--Educational, School, and Counseling Psychology

The study examined the experiences of Spanish-speaking interpreters working with Latinx immigrant caregivers during the special education process, their perspectives on how caregivers and the IEP professional committee members participate in the process, aiming to gain a better understanding of how Latinx immigrant families navigate the special education process. Interpreters play a crucial role in the special education process for families from culturally and linguistically diverse backgrounds, as they facilitate the transmission of information between caregivers and special education teams. Interviews were conducted with six special education interpreters in a southwestern suburban school district in the United States. A qualitative …

Jedi Mind: Student And Teacher Perceptions Of Justice, Equity, Diversity, And Inclusion, Jessica W Coles Gray

Electronic Theses & Dissertations (2024 - present)

This study uses the Panorama Equity and Inclusion Survey as a measurement tool to examine the perceptions of equity and inclusion among teachers and students in a K-12 educational setting. Grounded in critical race theory, this research employs a QUANT-CRIT mixed methods approach to illuminate systemic inequities and amplify the voices of historically marginalized groups. A review of the existing literature reveals persistent disparities in educational experiences and outcomes for students and teachers of color, underscoring the need for a dual focus on both quantitative patterns and qualitative narratives. The study addressed two primary research questions: (1) What are teachers’ …

(Art) Education In The Afterlife Of Massive Resistance: Constructing, Capturing, And Commodifying Racialized Disability In Virginia’S Student Assignment Practices, 1956-1966 And Present Day, Jenna E. Gabriel

Theses and Dissertations

This dissertation explores discursive functions of disability in pupil placement decisions in Massive Resistance Virginia, the relationship between disability and race that was constructed through these moves, and how these relationships surface in the reflections, perceptions, and pedagogy of a practicing art teacher, Nathan, who works at Arts High School (AHS), a Virginia specialty center high school. Under the umbrella of the Discourse Historical Approach, which relies on multiple, interdisciplinary data sources to explore how discourses evolve, I connect a robust archival analysis of historical data collected in the records of Virginia’s Pupil Placement Board (746 boxes, 1956-1966) with present-day …

Shifting The Paradigm: Empowering School Social Workers As Leaders In Family Engagement Policy And Practices In K-12 Education, Amber Onkst

DSW Capstone Projects

This capstone examined the school social worker’s role in family engagement in K–12 education. It consists of three products that collectively review the current literature, conceptualize a gap in practice, and provide a tangible application to school social work in Kentucky. The first product, the systematic literature review, critically examines literature related to the school social worker’s role in family engagement policy and practices to inform an understanding of increasing engagement at the macro level. A narrative review was conducted to assess common themes. There was substantially limited research regarding this topic, showcasing a knowledge gap. The literature primarily revealed …

Exploring The Educational Gap Of Virginia English Language Learners: Challenges And Opportunities For Academic Success, Amanda Purcell, Sochitl Rodriguez Kauffman

UROP Posters

English Language Learners (ELLs) in the state of Virginia have significantly lower scores in the Standards of Learning (SOL) assessment exam than those of their English-speaking peers. The SOL measures students’ mastery of knowledge and skills taught in the classroom, and over the last decade, passing rates of the assessment’s core subjects amongst ELLs have continued to decrease and remain relatively low. In the 2023-2024 academic year, the average passing rate for ELLs who took the Writing SOL was only 26%, with Science being not much higher at 29%, and Reading at 33%. For the non-ELL student body, average rates …

Supporting Students In Transition To And From High School, David Naff, Jamelle Simmons, Meleah Ellison, Shelby Garofalo, Laura Thoene, Kim Dupre, Sooyeon Moon, Karli Johanson, Paul Harris, Martin Darby, William L. Parker, Tracy Booker, Janel Miley, Mysia Perry, Xun Liu, Maggie Szydlowski, Ahmed Abbas

MERC Publications

This report is part of a two-part series focused on supporting students in transition across PK-12 education. Specifically, it explores transitions into and out of high school school. The report includes a synthesis of recent peer-reviewed literature, analysis of publicly available data (with a specific focus on Virginia and the metropolitan Richmond region), and summary of relevant federal, state, and school division-level policies. It answers the following questions:

1. What are key considerations for supporting students in transition to and from high school in the MERC region?

2. How do federal, state, and division policies guide support for student transitions …

Impacts Of Autistic Traits On Student Evaluations Of Professors, Matias Solorzano

Cal Poly Humboldt theses and projects

Instructor evaluations are critical to the tenure process in academia, but are biased against autistic individuals in academic settings. This study addresses how instructor evaluations are impacted by the gender of the professor, whether the instructor discloses their autism identity, and the gender of the student evaluator in a 2 Professor Gender (Male or Female) x 2 Autism Identity (Disclosed v. Not Disclosed) x 2 Student Gender (Male or Female) between-subjects design. It was hypothesized that male professors will be rated higher than female professors, that disclosing one’s autism identity leads to higher evaluations than non disclosure, and that female …

Leveling The Playing Field: Comparing School-Based Interventions For Academic Success In Student Athletes With Learning Disabilities, Eryk Ramon Sanchinelli-Salazar

Antioch University Dissertations & Theses

This dissertation examined the disparities in school-based interventions for student athletes without learning disabilities versus those with learning disabilities. Learning disabilities are defined as disorders that impact language comprehension, mathematical abilities, motor coordination, and attention. The perspectives of special education teachers, general education teachers, administrators, and coaches are considered in this analysis. This research used open ended qualitative interview questions with general education teachers, special education teachers, administrators, and coaches to gain an understanding of what supports they are providing for their student athletes with learning disabilities as opposed to their student athletes without learning disabilities. Through qualitative interviews with …

Promoting Collaboration In Education: Bridging The Gap Between Special And General Education Communities, Marissa G. Chavez

Antioch University Dissertations & Theses

The general purpose of this study is focused on collaboration between special education and general education communities to bolster inclusive educational practices, defining social justice, and how social justice connects with special education. The study aims to investigate the obstacles to effective collaboration, social justice implications of ineffective collaborative practices, and possible solutions of collaboration to enhance inclusive educational settings. The study uncovers how collaboration between special education and general education communities contribute to promoting an inclusive educational environment, which characteristics and key indicators categorize collaborative strategies as effective and ineffective between the two school communities. This study examines how …

Advancing Accessibility In Higher Education: A Community-Based Approach To Addressing Rising Student Accommodation Needs Requests In The Post-Covid-19 Era, Mariah Lossing

Antioch University Dissertations & Theses

Accommodation requests for students with disabilities have increased in higher education over the past decade, with the sharpest rise occurring in the post-COVID environment. Most requests over the past five years have been related to mental health. Faculty, especially adjunct instructors, often lack access to training and resources that address the growing challenges efficiently and effectively. Faculty are balancing academic rigor with flexibility and accessibility while universities experience increasing pressure to retain both students and faculty amidst rising demands and resource limitations. This study explored a community-based approach to addressing accessibility and professional development in the changing landscape of post-COVID-19 …