Disability and Equity in Education Commons^™

Examining Factors That Shape The Perspectives Of Afro-Caribbean Parents On The American Special Education System, Eldine Beaubrun Montauban

Educational Studies Dissertations

Cultural beliefs of disabilities and education can impact parents’ perspectives of special education. There are pertinent concerns over the cultural factors shaping the perspectives of Afro-Caribbean parents on the American special education system. This qualitative case study explored the perceptions of six parents of children with special needs who identify as Afro-Caribbean living in Massachusetts. Applying a theoretical/conceptual framework that includes acculturation, assimilation, social identity, and school family partnership, this study reveals challenges Afro-Caribbean parents and their children encounter in the U.S. special education system. The analysis of the data yielded seven findings. The findings detail parents’ negotiations of their …

Iep Team Decision-Making: Influences On Self-Contained Placement Decisions For Students With Disabilities Transitioning From Preschool To Kindergarten, April Herron

Electronic Theses and Dissertations

The purpose of this narrative inquiry was to examine how IEP team members describe the key influences that impacted their decision-making during the preschool to kindergarten transition process for students with disabilities subsequently placed in self-contained special education settings. The study aimed to contribute to the literature by examining IEP team experiences and the decision-making process through the lens of social constructivism and ecological systems theory. Data collection included fifteen individual interviews with special education supervisors, school administrators, regular education teachers, special educators, and parents from three school districts. Analysis of data occurred in four phases: (a) organization of the …

K-12 Special Education In The South: Where Are We And Where Should We Be Going?, Jack G. Walker

Honors Theses

Throughout the past century, special education has undergone significant transformation and increasing accessibility to those who need it. However, persistent challenges remain. Some of these challenges include but are not limited to teachers still challenged with job stress and paperwork overload, schools faced with lack of funding for the program, and the lack of importance seen by administration on close relationships with parents of said students. These problems can affect all involved and especially the students who deserve the best education experience they can receive. The purpose of this thesis is to look into what has gotten policymakers to where …

Collaborative Inclusion: Iep Team Perspectives On Supporting Students With Extensive Needs And The Implications For Teacher Preparation Programs, Deborah J. Amend, Amy E. Lein, Alexandra J. Taylor, Elizabeth G. Dinkins

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

This mixed methods multi-case study explored the inclusion of students with extensive support needs, including multiple disabilities and autism, in a small elementary school setting. The study focused on the perspectives of school-based IEP team members regarding inclusive practices. Using a combination of quantitative and qualitative data, the research incorporated raw score data from the Teacher Attitude Towards Inclusion Survey alongside individual interviews, a focus group, and the development of tailored student support plans. A ten-week coaching intervention was implemented, grounded in Kunz and Carter’s (2021) collaborative and consultative framework, to enhance the team's capacity for inclusive education. Findings suggest …

Disproportionality Of English Learners In Special Education, Alysa Gordon

Masters Theses & Specialist Projects

The purpose of this systematic review was to investigate the presence of disproportionality of English learners in special education. The search process yielded evidence of both overrepresentation and underrepresentation of English learners in special education, with some studies indicating disproportionality in specific disability categories. Underrepresentation was found to be present in categories of emotional behavioral disability, speech and language impairment, other health impairment, attention-deficit hyperactivity disorder, and autism. Overrepresentation was found to be present in multiple disability categories, especially with specific learning disabilities and speech language impairment. Potential variables that could be contributors to overrepresentation were found to be educators’ …

A Comprehensive Accommodations Model In The Catholic School Inclusive Context, David Scanlon, Drina Kei Yatsu

Journal of Catholic Education

While Catholic schools have a mission of inclusivity, they are often challenged to support students who may have disabilities. A significant cause of their challenge is lacking a special education infrastructure. Classroom accommodations are a primary form of supporting students with disabilities, and others, who struggle in the classroom. Catholic high school educators collaborated with special education researchers in a research project involving collaborative action research to identify and validate an accommodations model specific to the Catholic secondary school context. The model includes three phases—Preparation, Provision, and Evaluation—as well as features such as redundant services, a dedicated learning specialist, and …

Twice-Exceptionalism And The Complexity Of Supporting Students Who Are Both Gifted And Disabled, River Johnathon Taylor

Cal Poly Humboldt theses and projects

Drawing on ideas from disabilities studies about compulsory able-bodiedness as well as experiences of disability being fluid and context dependent, this study posits that giftedness, just like disability, is a complex multidimensional form of identity that is both context and temporally dependent. Twice-exceptionalism is defined as an identity in which an individual is gifted in at least one domain of human productivity and manifests at least one disability. Students with unique learning needs (students with disabilities, students with giftedness, and students with twice-exceptionalism) face many complex challenges within Humboldt County, California. Twenty-five educators from Humboldt County working across all grade …

Pre-Service Teacher Preparation In Over-/Underrepresentation Of Students From Culturally Linguistically Diverse Backgrounds In Special Education: A Systematic Review Of State-Level Policies, Enos Yushu Liu

Honors Theses

Students from culturally linguistically diverse (CLD) backgrounds require equitable access to special education services to support success in school. Overrepresentation and underrepresentation of students from CLD backgrounds are two issues that policymakers and school leaders need to address, and having teachers knowledgeable in these issues is essential. To determine if pre-service teachers are being trained in understanding over-/ underrepresentation issues, researchers conducted a systematic review of state-level teacher competency policies. Pre-service teacher competencies were coded for the presence of nine key elements related to culturally responsive special education identification practices. The results show that relatively few states require comprehensive pre-service …

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 …

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 …

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 …

The Virginia Consortium For Teacher Preparation In Blindness And Vision Impairment: Program Overview And Structure, Kimberly Avila, Justin A. Haegele, Annemarie L. Horn, Katelyn Makovec

Human Movement Studies & Special Education Faculty Publications

The Virginia Consortium for Teacher Preparation in Blindness and Vision Impairment (VI Consortium) is a collaborative personnel preparation program consisting of George Mason University (Mason), Old Dominion University (ODU), and Radford University (RU). Funded by a grant from the Virginia Department of Education (VDOE), the VI Consortium trains teachers to work with students who are blind and visually impaired as teachers of students with visual impairments (TSVIs) across the Commonwealth of Virginia. Each of our partner universities recruits, advises, enrolls, and confers degrees for teacher candidates. Mason serves as the primary institution, coordinating grants, awarding sub-contracts, developing and leading courses, …

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’ …

The Art Of Inclusion: Theatre’S Contribution To Popular Culture Literacy For Students With Intellectual Disabilities, Catherine R. P. King

Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy

This essay explores the transformative role of theatre in special education, focusing on its capacity to foster social skills and life navigation abilities in students with disabilities. In light of the fundamental importance of these skills for social inclusion and quality of life, the article highlights the innovative and effective approach to integrating theatre into special education classrooms. It discusses how theatre can empower students with disabilities by enhancing their social interaction, communication, and life navigation skills. In addition, the article delves into the intersection of theatre and popular culture, showcasing how theatre can serve as a valuable tool for …

Disabling Critique: Structural Barriers To Critical Disability Approaches In Teacher Education, Albert Stabler

Feminist Pedagogy

Considerable research has documented student resistance to efforts at diversity and equity in college curricula. Scholars have also focused on negative attitudes among K-12 teacher candidates toward anti-racist and culturally informed approaches within education, as well as on the instrumental and teacher-centered approaches that typify special education teacher preparation. Through citing this research and drawing on my own experiences as a disabled art teacher education faculty instructor attempting to encourage a critical disability perspective, I make the argument that numerous factors contribute to an anti-critical attitude among teacher candidates preparing to work with students receiving special education services.

Understanding Family Experiences Of Iep Meetings And Building Skills To Empower Families At The Iep Meeting, Elizabeth J. Golini

Theses and Dissertations

Since the Individualized Education Program (IEP) meeting is so important both to a student’s progress and educational growth as well as the school’s legal obligations, it is imperative that researchers work to understand parent perceptions of Individualized Education Program meetings (Fish, 2006). Family participation and advocacy are also important at the IEP meeting (Boshoff et al., 2016; Cavendish & Connor, 2018; Duquette et al., 2011; Fish, 2006). This study examined the family’s perceptions of the IEP process and meeting for their child through semi-structured interviews. In order to support the family at the IEP meeting, families participated in coaching sessions …

The Educational Experiences Of Children And Adolescents With An Ryr1-Related Disease, Jeremy Armann

Electronic Theses and Dissertations

This paper investigates the educational experiences of children and adolescents diagnosed with RYR1-related diseases, a spectrum of congenital myopathies affecting muscle function. Despite these conditions typically sparing cognitive abilities, they profoundly impact physical capabilities, presenting challenges in school environments such as participation in physical activities and social interactions. The study utilizes data collected through the RYR1-Related Disease Educational Impact and Satisfaction Survey (RDEISS) and the Behavioral and Emotional Screening System (BESS) from 49 parents of 51 children aged 3-18 years. Findings reveal prevalent classroom difficulties including handwriting issues and written expression difficulties, with 78% of children receiving special education services, …

An Exploratory Multiple Case Study Of Special Education Transition Program Structures In Virtual Public Charter Schools, Krystle Merry

Graduate Theses and Dissertations

This dissertation research is an exploratory multiple-case study of special education transition program structures in three virtual public charter schools in a southern state in the United States. Virtual public charter schools are extensions of public school systems or districts that are required to comply with state and federal-mandated special education transition services to ensure students with disabilities receive a Free Appropriate Public Education (FAPE) under the Individuals with Disabilities Education Act (IDEA, 2004). This study aims to explore transition Program Structures within the Taxonomy for Transition Programming 2.0 (Kohler et al., 2016) at the systemic level based on the …

Consultation Versus Direct Special Education Services And Postschool Outcomes For Individuals With Disabilities As Assessed By Indicator 14 Data, Callie Welch

Electronic Theses and Dissertations

There is abundant research relating to transition supports and services for students with disabilities as they move out of high school into adulthood; however, relatively little is known about the relationship between the type of special education services they received and their postschool outcomes. Guided by the Social Cognitive Career Theory (SCCT) and Tennessee’s Indicator 14 survey, I sought to better understand the relationship between the type of special education services received in high school and student further schooling or employability after graduation. Data were drawn from Indicator 14 surveys from 2021 and 2024 conducted by a rural school district …

Implicit Bias And Least Restrictive Environment: Perceptions Of Certified Educators, Christen Papallo

Doctor of Education Program Dissertations

This narrative inquiry study explored the lived experiences of Connecticut’s certified educators related to implicit bias and student placement. The theory of intersectionality suggests that implicit bias is present within all individuals (Crenshaw, 2017). Thus, there is a natural propensity for implicit bias, specific to ability, among school personnel. The problem to be addressed is the need for a greater understanding of how the natural existence

of implicit bias among certified educators impacts their view of student capabilities and

achievement, thus impacting placement decisions in the classroom. Eight participants completed individual, semi-structured interviews, which were transcribed, re-storied and member checked. …

Perspectives Of College Students With Disabilities Regarding Their High School Transition Experience: Notes For High School Transition Planning, Lindsay Hartzler, Kitty Dong, Andrew Johnson Kliethermes, Kaitlyn Sandheinrich, Mark Wheatley

Dissertations

Students with disabilities face many challenges as they transition to postsecondary education. These students are often unprepared for the rigor of postsecondary academics; they often lack self-efficacy skills and have limited awareness of postsecondary supports or cannot successfully access them. This study aims to give voice to college students with disabilities to inform practices of high school personnel involved with transition and higher education professionals supporting them. Using Kohler’s Transition Taxonomy 2.0 (2016), researchers sought to study the perspectives of eleven college students on their high school transition experiences in the areas of academic preparedness, self-advocacy skills, and experiences with …

Transition Plans: A Critical Phenomenological Study Of The Young Black Men’S Parents’ Experiences At Admission Review And Dismissal Meetings, Bobby Durst

Electronic Theses and Dissertations

This phenomenological study explored the narrative shared in individualized education planning meetings for young black men with learning disabilities who are transitioning from high school. The individualized education plan (IEP) process, essential in addressing the specific educational needs of children with learning disabilities, can be particularly challenging for Black parents, as evidenced by recent data. This study was designed to shed light on the intricate dynamics of the IEP process and the unique challenges faced by parents. The study aimed to provide insight into various aspects of their experiences through interviews designed with open-ended questions and detailed analysis of the …

“Caught In The Continuum”: How Special Educators Facilitate Access For Students With Extensive Support Needs, Megan Doty

Education (PhD) Dissertations

Despite the preponderance of scholarly literature advocating the benefits of including students with disabilities in general education, students with ESN continue to be educated in restrictive settings. Limited research exists on how to facilitate access to inclusive opportunities in these segregated self-contained settings, yet this is primarily where these students are educated. Additionally, educators of these students are often “caught in the continuum;” teaching in a system that is set to exclude their students while attempting to facilitate access. This qualitative research study used collective case study methodology and methods to analyze this gap in the literature. This dissertation aimed …

Elementary Science Essential Elements Curriculum Map & Progress Monitoring With Evidence-Based Teaching Strategies, Tasha Jenkins

All Graduate Reports and Creative Projects, Fall 2023 to Present

Little research has explored the field of science instruction tailored to students with significant disabilities. However, research studies have begun to emerge that suggest, with specific instructional strategies, these students can be successful in learning science curriculum. This project evaluated literature to find evidence-based instructional strategies for teaching science to students with significant cognitive disabilities. Six strategies were consistently found across multiple studies. The six strategies include (1) time delay, (2) systematic instruction, (3) multiple exemplar training, (4) task analysis, (5) graphic organizers, and (6) guided inquiry-based learning. These strategies were shared with a team of nine special education teachers …

Perceptions Of Teachers And Administrators On Inclusive Practices For Students With Special Needs, Jury Segers

Graduate Theses & Dissertations

This qualitative case study explores the intricate dynamics between regular education teachers, special education teachers, and administrators within the context of inclusive education and was guided by three research questions: (1) What is the existing relationship between regular education and special education teachers? (2) What role do administrators play in fostering collaborative relationships between co-teachers? (3) How does this relationship impact inclusive practices for students with special needs? Data were collected through a survey, one-on-one interviews, and focus group discussions, revealing three primary themes: leadership and direction, training, and challenges.

The findings highlight the critical role of leadership in shaping …

A Case Study: The Influence Of Professional Development, Administrative Support, And Co-Planning On Teacher Perceptions Of Co-Teaching., Heidi Zimmerman

Electronic Theses and Dissertations

This dissertation presents a case study methodology investigating the influence of professional development, administrator support, and co-planning on teacher perceptions of co-teaching. My interest in co-teaching increased as a former special education teacher after implementing co-teaching strategies in my own practice. As defined by the Kentucky Administrative Regulations, Collaboration means, a teacher of exceptional children works with children with disabilities in the regular classroom to provide specially designed instruction and related services (707 KAR 1:350, Section 2). Oftentimes, Collaboration and Co-Teaching may be used interchangeably. For the purpose of this study, the term Co-Teaching will be used throughout. The goal …

Unveiling The Voices: Lived Experiences Of Adolescent Girls With Emotional Disturbance In Special Education, Jasmin Hagen

Counseling and Psychology Dissertations

This dissertation addresses a significant gap in existing research by exploring lived experiences of cisgender female adolescents (Grades 7–12) diagnosed with emotional disturbance (ED) in the U.S. Current statistics indicate that 28% of students in special education with an ED diagnosis are girls; yet, their perspectives remain largely absent from scholarly discourse. Rooted in critical constructivism, critical feminist theory, and dis/ability studies and critical race theory (DisCrit), this qualitative study aims to elucidate insights that can enhance academic success and elevate high school graduation rates for this demographic. This research investigates the experiences of seven participants from New England, representing …

Identifying Critical Employability Skills For Employment Success Of Autistic Individuals: A Content Analysis Of Job Postings, Amy Jane Griffiths, Amy E. Hurley-Hanson, Cristina M. Giannantonio, Angel Miles Nash, Wallace Walrod, Petersen Walrod, Rachel Torres, Raquel Delgado

Education Faculty Articles and Research

This study aimed to examine the literature on the skill sets of autistic individuals and determine how these skills align with current and projected future labour market needs. Based on a literature review, researchers identified the following skill categories common to autistic individuals: visual skills, attention to detail and systemizing composite skills. Researchers then gathered aggregated data on occupations and industries from over 90 state and federal sources in the United States. Next, they collected data on the most in-demand jobs, their industries and relevant skills by analysing hundreds of millions of online job postings. The results indicate the most …

Accessibility For All: An Interdisciplinary Team's Perception Of Multisensory Community Experiences For Students With Severe Disabilities, Karrissa Ebert

Doctor of Education Dissertations

This phenomenological study sought to understand how members of a special education team account for and navigate successes and barriers faced during the planning and implementation of community experiences for students with severe disabilities. The needs and abilities of this population are vast and often difficult to accurately define, and there remain many gaps within the research. Individual interviews of six special education team members from varied professional backgrounds yielded thick, rich narratives about the successes and barriers faced while planning and implementing community experiences for their students. The dominant theme that emerged was that successful community learning experiences had …

Considering Personal And Professional Identities: The Collaborative Experiences Of School Speech-Language Pathologists, Imani Evans

Theses and Dissertations

My three-paper dissertation explored the interrelatedness between two critical issues in special education: interdisciplinary collaboration and sociocultural identity. I examined both through the perspectives of one discipline of specialized instructional support personnel (SISP). In the first paper, I conducted a systematic literature review examining the current empirical evidence on speech-language pathologists’ (SLPs) collaboration in schools. A key takeaway from the literature review was the need for qualitative research to better understand the depth and breadth of collaborative experiences. In the second paper, I utilized an exploratory qualitative design and pilot data to discuss school-based SLPs’ shared collaborative experiences, identifying common …