Disability Studies Commons^™

Evaluating The Implementation Of Oregon's Dsm-5-Informed Autism Eligibility Revisions: Interest-Holder Perspectives And Policy Implications, Bradley Josef Hendershott

Dissertations and Theses

Under the Individuals with Disabilities Education Act (IDEA), states establish their own autism spectrum disorder (ASD) eligibility criteria, resulting in substantial interstate variation and frequent misalignment with medical diagnostic standards. In 2019, Oregon revised its ASD eligibility criteria by directly incorporating DSM-5 diagnostic criteria, reflecting proponents' theory of action that this alignment would improve conceptual clarity, identification accuracy, and coherence across educational and medical systems. While an early implementation study documented generally positive early effects reported by evaluators, no research has systematically examined whether the DSM-5 alignment achieved its anticipated effects, how the revised criteria function after multiple years of …

Victims Of Bravery (1): Impacts Of Acts Of Bravery On Australian Civilian Bravery Award Recipients, Tom Voigt, Angela Dew, Susan Balandin

Heroism Science

We admire those who perform acts of bravery involving physical risk and life-threatening trauma, yet little attention is given to civilians who experience negative consequences following such acts. This study examined unintended consequences through qualitative interviews with 24 Australian civilian bravery award recipients using constructivist grounded theory and thematic analysis. Three major themes emerged: (1) Direct impacts, including high psychological distress, physical and health impacts, financial and employment consequences, and lack of formal counseling support; (2) Changes within, including hypervigilance, avoidance behaviours, anger, alcohol misuse, and social isolation; (3) Then and now, encompassing relationship difficulties, changed life approaches, and regret. …

The Social And Cultural Challenges Experienced By Children With Send Through Quasi-Inclusion Practices In Two Mainstream Primary Schools In Postcolonial Guyana, Lidon Lashley, Clevelon Gordon

IALS Journal

This ethnographic study investigates the sociocultural experiences of 36 children with SEND and two non-SEND peers in two rural mainstream primary schools in Guyana. Through interviews, observations, and situational analysis, the study explores how ableism, colonial legacies, prejudice, poverty, linguistic barriers, and inadequate educational support shape the experiences of children with SEND. Findings reveal persistent stigmatization, discrimination, marginalization, exclusion, and "fated failure" discourses that negatively affect learning, participation, agency, and wellbeing. The study concludes that teachers require greater support, training, and specialist resources to foster genuine inclusion within Guyana's mainstream schools.

Good Mothers: Black Disabled Mothers & The Family Policing System, Siobhan Pokorney

Dissertations, Theses, and Capstone Projects

Good Mothers: Black Disabled Mothers & the Family Policing System is a qualitative study utilizing 16 in-depth individual interviews with mothers who broadly identified as Black, disabled mothers who had at least one interaction with the family policing system as adults in or around NYC. The study examines the work these mothers engage in to navigate their identities and strategically present themselves as good mothers while facing state surveillance and oppressive systems (specifically the family policing system) which automatically frame them as “unfit mothers.” It traces their experiences and the identity work that they engage in through the anticipatory trauma …

Exploring Teacher Perspectives On The Self-Esteem Of Students With Emotional And Behavioral Disorders: A Qualitative Study, Bahaa Al Ghraibeh

Archives of Assessment Psychology

Self-esteem affects many other abilities of students with Emotional and Behavioral Disorders (EBD). Teachers can play a crucial role in influencing the self-esteem of these students. This interpretive qualitative study aims to investigate teachers' perceptions of the self-esteem of students with EBD, identify the factors they believe affect these students’ self-esteem, and explore the strategies they employ to enhance the self-esteem of these students. The results reveal three key themes: first, teachers perceive that students with EBD frequently face challenges related to self-esteem; second, they recognize that a variety of factors influence the self-esteem of these students; and third, teachers …

Los Sistemas De Apoyo Para Personas Indígenas Con Discapacidad Como Garantía De Derechos Lingüísticos Y Justicia Epistémica En México, Antonio R. Uc Galera

Journal of Maya Heritage

La derogación formal de la figura de interdicción consagrada en los Códigos Civiles Sustantivos y la implementación de figuras jurídicas novedosas como sistemas de apoyo y personas, representa de los avances más trascendentes en materia de discapacidad. Su aplicación legislativa impacta a las personas de las Comunidades Indígenas con discapacidad como garantía de derechos sus lingüísticos, ya que estas nuevas figuras jurídicas en materia civil brindan herramientas de comunicación, apoyos cognitivos y de comprensión, incluyendo lectura fácil, implementación de traductores, instrumentos que apoyan la movilidad, entre otros, según las necesidades de la persona en particular. Este artículo propone un análisis …

The Indispensable Role Of The Sister Disability Agencies: Safeguarding Progress And Enhancing Outcomes Through Collaboration, Lesley Cottrell, Susan Given, Christina E. Wiseman

Developmental Disabilities Network Journal

This manuscript emphasizes the critical importance of having a Disability Network of services—including University Centers for Excellence in Developmental Disabilities (UCEDDs), State Councils on Developmental Disabilities, and Protection & Advocacy organizations - in promoting systemic innovation and improved outcomes for individuals with developmental disabilities. Highlighting a case study from West Virginia, where collaboration between West Virginia University’s Center for Excellence in Disabilities, Disability Rights of West Virginia, and the West Virginia Developmental Disabilities Council has resulted in cost-effective, sustainable improvements, this paper underscores the urgent need to protect and expand these programs amidst current policy threats. The evidence underscores that …

Increasing Participation Through Online Focus Groups With Adults With Intellectual Disabilities, Emily L. Cary, Chris A. Taylor, Susan Havercamp, Andrea Witwer

Developmental Disabilities Network Journal

The aim of this study was to develop and describe methods on how to conduct virtual focus groups with adults with intellectual disability. Using a community-engaged research approach, adults with intellectual and developmental disabilities helped develop virtual focus group methods. We report on the implementation of these methods through an illustrative application of applying these adaptations to virtual focus groups with 13 adults with intellectual disability in a study assessing their perspectives on mental health therapy.

This work resulted in several adaptations that can enhance inclusivity of focus group research to individuals with intellectual disability. Adaptions broadly included: involving guardians …

Training On "Learn The Signs. Act Early." In Head Start And Early Head Start Shows Ineffective Without Supporting Implementation Policy, Kayla Livingston, Mary O'Donnell, Kate G. Barlow

Developmental Disabilities Network Journal

Early identification and intervention for children with developmental delays improves child outcomes, yet many children are not monitored, screened, or identified early despite its effectiveness. The relationship between the use of the Centers for Disease Control and Prevention’s “Learn the Signs. Act Early.” developmental monitoring program and referrals to intervention services is not well understood. This study investigated how “Learn the Signs. Act Early.” implementation practices within Massachusetts’ Head Start and Early Head Start agencies correlated with the rate of referrals to intervention services. Researchers utilized a non-experimental quantitative design. Secondary data on referral rates from Head Start and Early …

Educating Medical Trainees On Mental Healthcare And Intellectual And Developmental Disabilities, Andrea Palmieri, Joan B. Beasley, Micah Peace Urquilla, Jennifer Mclaren

Developmental Disabilities Network Journal

Many children and adults with intellectual and developmental disabilities (IDD) experience mental health conditions and commonly receive treatment with psychotropic medications. Prescribers often overuse these medications in children with IDD, who are frequently treated with polypharmacy and antipsychotics, a trend that continues into adulthood. Medical trainees receive little training regarding the IDD patient population. This paper describes the development and evaluation of an evidence-informed, easy-to-use training curriculum. The 6-hour training establishes a foundation for medical trainees regarding the treatment of mental health conditions in people with intellectual and developmental disabilities (IDD-MH) as part of an integrated health, interdisciplinary treatment approach. …

2026, Aca Camp Research Forum Book Of Abstracts, American Camp Association

ACA National Camp Research Forum Abstracts

This book includes 20 abstracts that will be presented at the 2026 American Camp Association (ACA) Research Forum to be held during the ACA annual conference from February 17-20, 2026, in San Diego, California. Abstracts have been grouped into similar areas and will be presented across five verbal sessions (i.e., camper outcomes, specialty programming, camp staffing, camp administration, and medical/health for youth and families) and one poster session.

“I Don’T Want To Be The Bad Kind Of Special”: The Lived Experiences Of Autistic Youth In Extracurricular Programs In Their Communities, Catherine A. Sargent Ph.D.

Counseling and Psychology Dissertations

Autistic youth face barriers to participation and belonging in community settings. Historically, autism research has privileged researcher perspectives and deficit-based frameworks, often excluding the authentic voices of autistic individuals, particularly young people. This qualitative, phenomenological study sought to address that gap by exploring the lived experiences of autistic youth (ages 13–18) participating in extracurricular community programs in Massachusetts. Framed by critical disability theory, critical autism studies, ecological systems theory, and intersectionality, the study examined how autistic youth experience inclusion, connection, and self-expression within programs designed largely for neurotypical participants.

Seven autistic youths contributed to this research through participant-generated photographs and …

Faculty, Staff, And Counselor Awareness Of The Challenges Faced By Autistic Students: A Quantitative Descriptive Study Of Resources, Training, And Support For Autistic Student Success In Higher Education, Erika Rosario

Doctoral Dissertations

Higher education institutions should establish two essential measures to support students with autism spectrum disorder (ASD): they need to implement standardized training for all personnel working on campus and create opportunities for hands-on experience through peer programs and collaborative educational events. The pursuit of equity in education demands nothing less. This study investigates the extent to which university faculty, staff, and counselors are aware of the challenges faced by autistic students, how knowledgeable they are about resources available to aid them, and the degree of their training, support, and collaboration in addressing students’ needs. By answering these research questions, the …

Understanding Inclusive Postsecondary Education Programs For Students With Intellectual And Developmental Disabilities, Jade Viator Mcminn

Doctoral Dissertations

Inclusive Postsecondary Education programs for individuals with intellectual and developmental disabilities are growing rapidly, and this is largely due to the legislative changes of the Higher Education Opportunity Act of 2008 (Higher Education Opportunity Act, 2008). This dissertation study will examine the current legislation under the Higher Education Opportunity Act (2008), opportunities for federal funding, and postsecondary education programs for individuals with intellectual and developmental disabilities as a whole. This review will also cover Comprehensive Transition and Postsecondary programs, which are a direct result of the Higher Education Opportunity Act of 2008. These approved programs allow eligible students to receive …

Emotional And Social Perception In Hearing And Deaf Individuals, Julie Klenotic

Williams Honors College, Honors Research Projects

This study will compare the differences in emotional recognition and social dynamic understanding between hearing and Deaf people. I will investigate the differences in these areas between hearing and Deaf individuals, as well as the role American Sign Language use has in performance. It will utilize point light walkers which will display the emotions happy, angry, sad, and neutral. Participants will be asked which emotion is being displayed based on the presented gait of the point light walker. Second, they will view 15 videos from the Interpersonal Perception Task without audio. The questions from the IPT 15 will then be …

Organizational Causes Of Chronic Absenteeism: Unpacking The Conditions For Learning To Increase Regular Attendance, Melissa Glover

Educational Leadership Professional Doctorate Dissertations

This study employed an improvement science methodology, using plan-do-study-act (PDSA) cycles of improvement, to address the persistent problem of chronic absenteeism within the Gateway School District, where annual absentee rates hovered around 45% and were historically 10% higher for students with disabilities compared to their nondisabled peers. The leadership team engaged in a thorough review of parent and student perceptions of school and aligned findings with Chang’s (2019) conditions for learning framework to pinpoint actionable areas for growth. These findings were then organized into a theory of action using a driver diagram approach. This foundational work led to the identification …

Broaching The Intersectionality Of Race And Disability In School Counseling, Aaron Albright, Emily Goodman-Scott, Jenna Alvarez, Rawn Boulden

Counseling & Human Services Faculty Publications

Students of color with disabilities experience compounded inequities. This conceptual article details these compounded inequities. The authors provide a review of the literature related to inequities in education, culturally affirming antiracist school counseling, intersectionality, and broaching. Next, the authors provide a rationale for implementing Day-Vines and colleagues’ multidimensional model of broaching behaviors (MMBB) in school counseling with students of color with disabilities. Then, the authors use the MMBB heuristic to conceptualize practical guidelines for school counselors to engage in direct broaching with their students. These guidelines are tabulated with a description of the four broaching dimensions and their aim within …

Counseling And The Neurodiversity Paradigm: A Call To Action, Emily Goodman-Scott, Rawn Boulden, Aaron Albright, Jenna Alvarez, Betsy M. Perez

Counseling & Human Services Faculty Publications

The counseling profession is rooted in prevention, wellness, mental health, and a critical social justice approach to serving historically marginalized communities, including people with disabilities. The overarching construct of disability comprises subtypes, such as neurodivergence. Given the prevalence of neurodivergent individuals worldwide (approximately 15%-20%), the counseling profession must be prepared to support this community. At the same time, there is a dearth of peer-reviewed literature on neurodiversity specifically for the counseling profession. In this article, we address a timely topic in the profession. We discuss utilizing a critical counseling lens and centering marginalized identities, such as people with disabilities; prominent …

Community Care During Austerity: Mutual Aid And Online Connection Among Disabled Americans, Maeve J. King

College of Graduate Studies: Theses & Dissertations

Amidst a mental health epidemic and rising inequality, online communities offer a medium for peer support networks for disabled Americans. Community care, especially in the form of mutual aid, has increased in popularity since the beginning of the COVID-19 pandemic. Considering troubling increases in eugenics-based messaging and disproportionate economic inequality, disabled Americans in particular have leaned into community care. Previous research establishes social media as a hub for resource mobilization and safe space for members of marginalized communities to connect. This research aims to explore the impacts of social, political, and economic unrest on the development of community care and …

“Why Can’T I Do My Homework Without Crying?” Neurodivergence And The Gendered Expectations Of Functioning, Alia Wang

Pitzer Senior Theses

The purpose of this qualitative interview study was to examine the experiences of neurodivergent women and gender-diverse individuals regarding productivity. Neurodivergence is often understood in biological and medical terms; far less attention has been given to how neurodivergent individuals experience and navigate everyday life. Meanwhile, productivity is often framed as a neutral measure of efficiency, but in practice, it is shaped by social norms that shape particular ways of thinking, working, and behaving.

Particularly for women and gender diverse people, these expectations are compounded not only by cognitive differences but also by gendered norms around behavior. This creates a mismatch …