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This qualitative phenomenological study examines special education teachers' perspectives to understand how virtual learning environments can support, through social-emotional interactions, the cognitive development of students with low-incident disabilities in a homebound setting. For this study, which was based on Vygotsky's sociocultural theory (1978), qualitative data were collected through 15 semi-structured interviews with special education teachers with experience providing virtual instruction to students with low-incidence disabilities. The study's findings showed that special education teachers perceive virtual instruction as benefiting low-incidence disability students in a homebound setting. The data also revealed that specific accommodations and modifications, which the special education teachers believed benefited students with low-incidence disabilities, supported social interactions and cognitive development. Additionally, the participants shared their perceptions of the changes they desired to occur regarding the virtual instruction of low-incidence disability students in a homebound setting. This study has important implications for low-incidence disability students confined to homebound settings. For example, the study's results could be utilized to update policies and procedures related to how instruction is provided to these students. Therefore, this study proposes specific accommodations and modifications to benefit students with low-incidence disabilities in a virtual setting. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

According to the Assistive Technology Act of 2004, assistive technology is defined as, "any item, piece of equipment, or product system, whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities." The use of AT helps persons with neurological diagnoses independently access their personal devices (Folan et al., 2015). Though occupational therapy practitioners (OTPs) have a unique understanding of how to use AT for computer access, many do not feel confident to use it in practice (Arthanat et al., 2017; Dishman et al., 2021). Additionally, research has shown that although AT is a part of an OTPs entry-level curriculum, most clinicians report they would have liked more training on proper use, resources and funding available, (Dishman et al., 2021; Long et al., 2007). The lack of confidence due to limited training, resources and funding leads to decreased recommendation of AT for computer access. If OTPs are not recommending AT for computer access for individuals with neurological diagnoses, then they may be at risk for occupational injustices. "Upd(AT)e" aims to improve OTPs confidence in recommending and utilizing AT for computer access with persons with neurological diagnoses. This proposed program is rooted in evidence and has been developed using constructs from the Social Cognitive Theory (SCT) and the Human, Activity, Assistive Technology (HAAT) model. This eight-hour, synchronous course will provide participants with the opportunity to learn about hardware and software available to best serve individuals with neurological diagnoses. Participants will also have mentorship experiences with AT experts as they will collaborate to problem solve case studies and apply gained knowledge. By the end of this program, OTPs will report an immediate improvement of confidence and knowledge of AT for computer access. "Upd(AT)e" will assist participants in translating their learned skills into clinical practice when working with individuals with neurological diagnoses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation explores the intersection of disability studies and special education, focusing on the integration of disability-affirming practices within special education teacher preparation programs. The overarching goal is to enhance the preparation of preservice special education teachers by incorporating disability studies content, promoting a more inclusive and affirming approach to disability in education. Chapter 2 presents a critical autoethnography that examines the author's personal journey of discovering their disabilities--Attention Deficit Hyperactivity Disorder and Autism (AuDHD)--while enrolled in a doctoral program in special education. This exploration highlights the dissonance the author discovered between the prevalent deficit-driven perspectives of disability they were taught in their special education program and disability studies' more holistic, identity-affirming views of disability that they found through their own identity exploration. The autoethnography delves into the challenges faced by disabled students in higher education, the absence of disabled voices in special education curricula, and the impact of ableism within academic settings. The study underscores the importance of incorporating disability studies perspectives to foster a more inclusive and supportive educational environment for disabled students. Chapter 3 critically examines the extent to which disability studies content is included in introductory special education courses across 10 of the top 12 undergraduate programs in the US. Through a transformative analysis of course syllabi, this study reveals a significant gap in the integration of disability studies concepts within preservice special education teacher preparation. The findings indicate that current curricula predominantly adhere to a medical model of disability, emphasizing deficits and interventions rather than a holistic understanding of disability identity and culture. This study advocates for the inclusion of disability studies perspectives to enrich the training of future special educators, promoting a more comprehensive and inclusive approach to teaching disabled students. Building on the findings from Chapter 3, Chapter 4 offers practical recommendations for integrating disability studies content into an introductory special education teacher preparation course. This practitioner-focused guide provides a roadmap for incorporating disability-affirming practices, including a sample syllabus, assignments, and project ideas. The recommendations aim to equip instructors with the tools to provide future special educators with the knowledge and skills necessary to foster an inclusive classroom environment that respects and celebrates disability as a part of human diversity. Additionally, the study addresses potential barriers to implementation and offers strategies for overcoming these challenges. Together, this dissertation contributes to the ongoing discourse on the integration of disability studies in special education. By highlighting the tensions between special education and disability studies, the dissertation calls for a paradigm shift in how special education is taught and practiced. The work advocates for a more inclusive and affirming approach that recognizes and values the voices and experiences of disabled individuals. This dissertation ultimately seeks to bridge the divide between special education and disability studies, fostering a more holistic and equitable educational landscape for all students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Early childhood practitioners frequently attempt to identify the cause of outcomes experienced by their learners. This is sometimes referred to as causal attribution. Causal attribution may be affected by prior success and failure of a learner, the amount of effort exerted by the learner, the ability level of the learner, and knowledge of any disability associated with the learner, all of which can be considered controllable or uncontrollable, stable or unstable, and internal or external (Weiner, 1986; Woodcock & Vialle, 2011). As practitioners attribute cause to outcomes, they start to develop attributional tendencies; these tendencies, along with the cues and public behaviors associated with these attributional tendencies, may have an impact on future outcomes of learners (Graham, 2020; Toevali & Kikas, 2016). It is important that practitioners develop adaptive attributional tendencies in which cause is attributed to controllable and unstable variables. One potential teaching approach for developing adaptive attributional tendencies is attribution retraining (Haynes et al, 2011; Wilson & Linville, 1982; 1985). This dissertation is a foundational dissertation that will examine multiple aspects of attribution, addressing several gaps in the extant literature including attributional tendencies of early childhood practitioners, attribution retraining for early childhood practitioners, and the thoughts and beliefs on attribution of early childhood practitioners. The study included a quantitative randomized control pre-test/post-test study that examined the efficacy of attribution retraining on a sample of early childhood practitioners and a qualitative thematic analysis that used semi-structured interviews to explore the thoughts and beliefs of early childhood practitioners regarding attribution of success and failure. Results from the quantitative portion of the study were inconclusive but did suggest that attribution retraining could potentially be effective in the future. Results from the qualitative portion of the study showed early childhood practitioners emphasize social-emotional learning and support, and the importance of family and family collaboration, when attributing cause to success and failure. This study established a foundation for future attribution and attribution retraining research with early childhood practitioners and parents of young children. Results are expanded on and discussed, then the implications for future research and practice are given. Future research should continue to explore attributional tendencies of early childhood practitioners and attribution retraining as a teaching tool for educating early childhood practitioners, as well as family members of young learners. Future research should include qualitative methodologies and mixed methodologies in order to capture more complete information about early childhood practitioners, and family members. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Engaging recent points of discussion within academia and practitioner research focused on access/ibility in the cybersecurity workplace, this dissertation examines the impacts of National Initiative for Cybersecurity Education (NICE) cybersecurity workforce frameworks on people and communities within the field of cybersecurity. The emerging era in workforce formation provides a timely opportunity to attend to the conversation around workforce development, pipelines and pathways, and what it means to create greater access to the technical field of cybersecurity for diverse, underrepresented, and/or disabled prospective employees. These developments emerge at a time when the social justice turn in technical communication has become a major focal point in the discipline. Taking up Walton, Moore, and Jones' foundational work, Technical Communication after the Social Justice Turn (2019) and numerous scholars writing about the need to examine possibilities for justice work within user experience (Swartz, 2019), engaging with issues of linguistic justice and translation in technical communication (Gonzales, 2024; Mendoza, Haywood, Pouncil, and Kang, 2024), arguing for reciprocity in communication (Gonzales and del Hierro, 2017; Haywood, 2019; Powell and Takayoshi, 2003), and attending to questions of ethics in digital research (Haywood, 2022), this dissertation discusses a mixed-methods research study consisting of critical constructivist grounded theory analysis of the 2023 National Initiative for Cybersecurity Education Conference, whose theme titled "Resetting Expectations: Creating Accessible Cybersecurity Career Pathways," focused broadly on reimagining cybersecurity workforce pathways. The dissertation research discusses open ended, reflexive interviews with members of the cybersecurity workforce. Research discussion is followed by recommendations regarding career pathways and workforce development. A closer look into the ways technical communication has historically discussed accessibility and inclusion in digital workspaces, combined with extending the conversation using intersectional frameworks and embodied (third-space) remote work realities post-COVID, may provide new pathways into TCP research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Despite federal policy and litigation, the continued placement of students with extensive support needs (ESN) in separate classes and schools continues across the United States. Since the enactment of the Education for All Handicapped Children Act (1975), there has been a continuous stream of research regarding the positive effects of including students with ESN in regular classes and the adverse realities of educating students with ESN in more restrictive placements (i.e., separate classes and schools; Gee et al., 2020). Nevertheless, this problem persists. Wehmeyer and Kurth (2021) posit that three generations of failed inclusive practices have mistakenly focused on individual students in classrooms, disregarding that classrooms and schools are part of a more extensive system. Therefore, the problem of limited access for students with ESN necessitates systemic change efforts at district and state levels that include a long-term commitment to sustainability (Agran et al., 2020; Sailor & Roger, 2005). One way to assist in effecting change on a systemic level is through coaching. This qualitative case study focuses on the role of one district inclusive education coach working within a successful district-wide systemic change endeavor to include students with ESN in regular education classes. The researcher used grounded theory methodology to construct a preliminary theory explaining the coach's role, which emerged from the data collected through six days of shadowing the coach with field notes, semi-structured interviews of the coach and several people with whom the coach interacted, and a review of relevant documents. The preliminary theory describes eight concurrent strategies the coach uses to understand the context and build capacity at the classroom, school, district, and state levels. These strategies help the coach increase students' membership, participation, and learning opportunities. The researcher also describes the coach's unique qualities and experiences and how they assist the coach in reaching his goals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The study explores how middle schools in Bergen County, New Jersey adapted their social studies curricula to include representation of LGBTQ persons, outlined by Chapter 35 of Title 18A:"35-4.35," in their curriculum, and investigated examples of lessons said to include examples of the mandate. This study sought to understand the impact of the mandate and districts' success in creating equal representation in their social studies curriculum. The study juxtaposed findings against Banks' Multicultural Education Framework, gauging the depth of multicultural inclusivity in each district and sheds light on the challenges and opportunities associated with the implementation of the LGBTQ mandate in New Jersey schools. Despite obstacles, educators demonstrated commitment and resourcefulness in fostering inclusivity and visibility for marginalized groups. Three main conclusions were drawn from the study: the necessity for teacher and curriculum leader preparation, the importance of sufficient time for implementation, and the requirement for adequate resources. Professional development emerged as vital for educators to understand and effectively integrate LGBTQ content into the curriculum. Recommendations for future mandate implementations arose from this study, with important implications for inclusivity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Embracing parental advocacy is pivotal in navigating the challenges associated with autism spectrum disorder (ASD). Such challenges include stress, stigmas, educational challenges, and access to support and services. This study's purpose was to examine parents' and adult primary caregivers' perspectives when advocating for an individual with ASD. It examined encountered challenges, too. The grassroots theory of change, the social-relational model of disability, and an asset-based approach were utilized for the theoretical and conceptual frameworks. An exploratory Q methodological approach was used to examine their perspectives. The study gathered data from a qualitative open-ended questionnaire, then collected quantitative data via Q Methods Software and qualitative data via an open-ended survey. The key findings of this study identified four groups from the Q-sort composites: The Esteem Builders, The Proactive Pathfinders, The Collaboration Crusaders, and The Knowledgeable Advocates. Through the exploratory process, the Three Es of Grayson's Theory emphasizes intentional decision-making to overcome challenges for individuals with ASD and their caregivers through empowerment, enlightenment, and elevation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study explored the intersection of Autistic burnout and educator burnout and it's the impact on mental health and wellbeing for Autistic educators in the United States. Through collaboration with five Autistic Community Partners (ACPs), the research team interviewed five Autistic Educators (AEs) who had left the field of education about their experiences with burnout, flourishing, mental health, and quality of life. Reflexive and template thematic analysis were used to understand the differences between Autistic and educator burnout, barriers and facilitators to Autistic mental health and flourishing, and recommendations to support Autistic mental health. Six themes were co-constructed by the research team and then sent back to the AEs for review and member checks. Results indicated that Autistic and educator burnout are separate but intertwined phenomena that deeply affect the mental health and wellbeing of Autistic educators, even after leaving the teaching profession. Recommendations provided by AEs included rejecting neuronormative and heteronormative standards in education, creating neuroinclusive spaces that allow all educators to feel psychologically safe, and fostering spaces for Autistic flourishing within school environments. Limitations of the study and future research is discussed, as well as recommendations for promoting Autistic flourishing and mitigating barriers to educator mental health. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

There is a broad disconnect between the beauty cultivated by disabled communities and the ways in which schools continue to position disability as a problem that resides in the individual student. To shift conceptions of disability in schools, there is a significant need to educate folks about disability history and pride, especially disabled students who are those most impacted by ableist educational institutions. In this study, I sought to design and implement a classroom curriculum that fostered authenticity, pride, and joy in disability identity, community, and culture in school. I drew upon academic and activist frameworks to conceptualize "Cripping Culturally Sustaining Pedagogies" (Cripping CSP), a multifaceted approach to uplift and sustain disability identity, community, and culture in school. Cripping CSP was used to design and implement a Disability Justice in Schools (DJS) unit with high school students who have a range of disability identities and classifications. The DJS unit was co-taught by two disabled educators and incorporated a variety of arts-based activities exploring disability identity, community, and culture in schools. Throughout the DJS unit, youth were invited to reflect on their personal experiences of disability and ableism in school, work in cross-disability collaborations, and co-create artwork that illustrated their dreams for realizing the principles of Disability Justice (Sins Invalid, 2019) in school contexts. Based on analysis of classroom observations, student-generated classwork and artwork, and optional student interviews, this dissertation demonstrated (1) how disabled youth made sense of their own disability identity alongside Disability Justice more broadly, (2) how disabled youth engaged in disability community by navigating cross-disability collaborations, and (3) how disabled youth embody and expand the framework of Cripping CSP. This study contributes to theoretical, methodological, and practical shifts in the ways that disabled ways of knowing and being are centered and celebrated schools and in educational research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Historically, minority students have been overrepresented in special education programming in the United States (Fletcher, 2014; Wright & Wright, 2021). This study describes how several external historical, theoretical, and practical factors beyond academic challenges impact special education qualification rates for minority students compared to their non-minority counterparts. It also considers these factors through the lens of implicit bias, cultural misunderstandings, and misinterpretations of disability categories, like emotional disturbance. The study outlines these contexts by exploring Disability Critical Race (DisCrit) Theory, Cultural Ecological Theory, and Social Learning Theory to understand the social and cultural influences that further lead to the issue of overrepresentation. Prior research suggests that lack of cultural awareness, potential implicit bias mindsets, and other issues beyond students' development and control contribute to the disproportionate representation of minority students in special education (Breese et al., 2023; Kreskow, 2013).This mixed-methods study utilizes Q-methodology and a questionnaire to examine external root causes and systemic issues related to influences regarding the special education evaluative process for minority groups, specifically Black students and emotional disturbance. By examining the perspectives of education professionals, this study aims to recognize the need for considerations of cultural responsiveness, effective self-reflective practices, ongoing professional development, and innovative systems that address the whole child before the special education evaluative process begins. The results of the study reveal significant concerns related to the special education evaluative processes regarding consideration of external factors, overall consistency, procedural misunderstanding, and issues related to cultural differences. These findings from a theoretical context indicate a need for understanding the overrepresentation of minorities in special education from a historical and behavioral lens. More work will be needed from a practical lens regarding professional development, agency inclusion (e.g., mental health and community supports), and considerations of working from a more inclusive lens related to specialized student populations. Researchers can shed light on issues extending beyond academic challenges by examining the intersections of various external factors, such as historical, theoretical, practical, and social barriers like a lack of cultural awareness, together with professional perspectives. This approach enables them to recognize the significance of developing innovative solutions to tackle a complex, multi-faceted phenomenon and has hindered minority students for decades. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study is to better understand the subjective viewpoints of faculty members toward students with psychological disabilities as a subset of the larger student population with unique needs due to the hidden nature of the barriers they experience. This Q methodology study explores the views of 29 faculty who have taught students with psychological disabilities at a large public university in Ohio. This study identified four perspectives: the Nearby Navigator, the Cynical Chauffeur, the Considerate Co-Pilot, and the Individualized Driving Instructor. The researcher used the chi-square test of independence to determine if there was a relationship between factor loading and the demographic characteristics of tenure, gender, years of teaching, and disability connection. There were no statistically significant relationships. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

U.S. policies such as the Workforce Innovation and Opportunity Act of 2014 and the Americans with Disabilities Act support the inclusion of adults with disabilities in all areas of employment. Through WIOA, the federal government required public entities to provide training and help job seekers with disabilities access high-quality, competitive, integrated employment in the labor market. Nevertheless, two-thirds of unemployed PWDs report wanting employment but cannot find a job. Negative perceptions held by employers and hiring managers and their views that PWDs lack abilities create barriers to employment. In contrast, research has also shown that coworkers can greatly influence successful workplace integration. This suggests the importance of understanding coworkers' perceptions to allow them to accept PWDs as coworkers. This qualitative study aims to explore coworkers' perceptions of working alongside People with Disabilities in a large hospital located in a large metropolitan area. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The current study looked to understand the lived experience of special education teachers who work with children and young adults with disabilities in a non-academic setting (NAS). The study explored relationships between the learning experience and the teachers' self-efficacy in the setting. The experience of pre-service and in-service special education teachers (PISET) working with people with disabilities in a recreational setting related to their self-efficacy has not been explored in prior studies. A qualitative phenomenological approach was used to interview special education teachers working in these settings. The non-academic setting was defined as an experience where the focus of the interaction was not aligned with a learning goal but social and recreational. Research indicates a need for observational experience through community-learning experiences and an environment for teachers free of the pressures of academic burden. This suggests that the non-academic setting may be a significantly undervalued environment of exploration in special education research. The study evaluated themes and relationships between the experience and preparation for work in the classroom. The study discusses what this may mean for undergraduate teacher preparatory programs, suggestions for future research, and limitations of the study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This convergent parallel mixed methods study explored barriers to teaching disability and accessibility awareness in the early elementary classroom and assessed the impact of an instructional video on educators' current perceptions and future teaching practices. Through one-on-one, semi-structured interviews on Zoom and a pretest, intervention, posttest on Qualtrics, the researcher answered the following research questions. (1.) How frequently do participants currently teach disability and accessibility awareness topics in their classrooms? (2.) What do participants view as the current barriers to teaching these topics in their classrooms? (a.) What is an effective means to reduce or remove the barriers? (3.) Does viewing The Playground Project instructional video significantly impact participants' willingness, confidence, and views of difficulty regarding integrating disability and accessibility awareness into their teaching? In the study, the researcher utilized both the constructivist paradigm and the transformative framework, which dovetail to support problem-solving through close attention to participant voice (Creswell, 2013). The transformative framework furthers the notion that research can support marginalized groups (Creswell, 2013). In the study, Critical Disability Theory, or CDT, was entwined with the transformative framework, as CDT challenges "the social norms that define particular attributes as impairments, as well as the social conditions that concentrate stigmatized attributes in particular populations" (Minich, 2016, as cited in Schalk, 2017, p. 1). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this paper was to study the effectiveness of language acquisition using speaker instruction and listener instruction and examining the emergence of bidirectional intraverbals using a non-sense language. Current research suggests that speaker type instruction is more effective in aiding untrained relations (Contreras et al., 2020; Cortez et al., 2019; Petursdottir et al., 2008). This research was extended to include the analysis of forgetting of the second language across time. Two experiments are reported in this study. Both sets of participants were neurotypical adults living in the United States, and fluent in English. An intraverbal test was administered as a baseline followed speaker and listener instruction on the intervention phase. Forgetting of speaker and listener relations was assessed after two weeks using the speaker and listener instruction conditions. It was found that speaker instruction is more effective in aiding the emergence of bidirectional intraverbals although listener instruction was acquired faster. During the maintenance phase, listener instruction scores were higher on the intraverbal test, but mastery criteria was not reached. The listener instruction sessions scores were higher than the speaker instruction scores on the intervention maintenance probes. Results show that forgetting occurred faster on the speaker instruction condition although speaker instruction was the most effective aiding the emergence of bidirectional intraverbals. These results have implications on the teaching of second language. Further insight is provided on how mastery criteria is set during the interventions to achieve the better response accuracy on maintenance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Current workplace learning for those who work in businesses that host a Project SEARCH program (a high school transition-to-work program) is not cohesive and comprehensive enough to sufficiently promote the equity and inclusion of people with disabilities in the workforce. Consequently, young adults with disabilities may experience implicit or explicit discrimination and are sometimes denied practical opportunities in their work interest areas that prevent them from reaching their full work-readiness potential. The purpose of this action research study was to investigate and improve employees' confidence in supporting individuals with disabilities within Project SEARCH host business sites. The beneficiaries of this study are young adults with disabilities who participate in Project SEARCH and participants included mentors, managers, and host business liaisons in Project SEARCH host businesses. In Cycle 1, the researcher sought to identify the current benefits, accomplishments, challenges, concerns, and barriers of working with young adults with disabilities from a Project SEARCH host business employees' perspective and to identify preferred workplace learning strategies. This data informed the action steps of Cycle 2 that included the design of the microlearning series to increase participants' knowledge and confidence in working with people with disabilities. The overarching findings include: (a) the importance of building disability confidence cannot be overstated and is essential to promoting the equity and inclusion of people with disabilities in the workforce; (b) increasing participants' disability confidence and experience working with people with disabilities may have additional inclusion benefits to organizations; (c) utilizing asynchronous microlearning has an impact in increasing participants' confidence in working with people with disabilities and their knowledge on disability topics; and (d) engaging learners in an activity to reinforce microlearning can increase their learning and implementation. Implications for the organization include adopting the microlearning series for dissemination throughout Project SEARCH sites around the world. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The study examined the difficulties encountered by parents of children with ASD in rural communities in Nigeria. The lack of sufficient healthcare facilities and proficient practitioners in rural locations hinders the availability of early intervention services. The cultural beliefs and misconceptions surrounding ASD exacerbate stigma, discrimination, and social isolation experienced by diagnosed children and their families. This study investigated the accessibility and effectiveness of community-based support systems in rural areas, such as informal networks and local organizations. Additionally, the study investigated parents' perspectives regarding enhancing support structures and treatments specifically designed for the rural Nigerian setting. The study was a qualitative study using a narrative approach. The study included five parents, each with a child diagnosed with ASD and who resides in rural Nigerian communities. Interview and focus group questions that were framed served as the method of data collection. A thematic coding process was used for the analysis and the software employed was the MAXQDA software. The study findings indicated that parents of children diagnosed with ASD in rural areas of Nigeria face various challenges. These challenges include financial constraints, cultural barriers, lack of awareness and knowledge, psychological trauma, social rejection (stigmatization), limited educational resources, insufficient availability of specialists and rehabilitation facilities, and inadequate support and expertise. The study also found that parents believe that improving support systems and interventions in rural Nigeria can be achieved through the provision of facilities, development of comprehensive programs, establishment of direct partnerships, involvement of non-governmental organizations (NGOs), provision of trained educators, and community interventions. It has been suggested that there should be an increase in the establishment of formal networks in rural Nigerian communities for children with ASD. Enhancing outcomes for parents necessitates the implementation of community awareness, early intervention efforts, and counseling assistance for families. It implies that providing parents with information and intervention choices for autism might help alleviate the difficulties associated with managing the condition. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

My project addressed the broad questions of what barriers exist to accessibility for students and staff with disabilities at Arizona State University (ASU) and the reasons both historical and contemporary why those barriers exist. The second objective of my analysis was to provide potential solutions to these problems utilizing the voices and lived experiences of students and staff with disabilities at ASU. In terms of methods, my project employed a mixed methods approach combining historical archival research with individual and focus group interviews with impacted stakeholders. I sought to build community across disciplinary and disability boundaries, as building community represents in my view the greatest asset to create social change. My study found that many of the barriers to accessibility that students and staff with disabilities at ASU face today have much to do with the institution's historical connection to neoliberalism, ableism and eugenics. Although the task of undermining these systems of oppression may seem daunting at first, the biggest take away from my project is was that small changes can go a long way toward a broader communal understanding of accessibility within the built and classroom environments of Arizona State University. One suggestion that came up repeatedly throughout my interviews was the need for greater disability awareness within the ASU community of students, faculty and staff. In response to this suggestion, myself and my interviewees propose a semester long disability seminar for the ASU community taught by students and staff with lived experience of disability. Another recurring finding was the need for ASU to have greater transparency related to resources for students and staff with disabilities and other intersectional identities. In response to this need, I and two other interested community members have created a categorized list of disability resources that I hope can be updated organically by students and staff with disabilities at ASU as more resources become available. The resource list is included below as appendix E. My hope is that my project can serve as a building block in the ongoing work of envisioning a more accessible Arizona State University. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In 1975, the Education for All Handicapped Children Act (EHA) became the first enacted policy that led the fight against ableism, providing students with disabilities the right to public education. In 2004, this policy became known as the Individuals with Disabilities Act (IDEA), which included these major components supporting the policy of inclusion: "Free and Appropriate Public Education (FAPE), Individual Education Plans (IEP), and Least Restrictive Environment (LRE)." This study highlights how teacher preparation programs are pivotal in preservice teachers' attitudes toward inclusion. The data for this study was collected and analyzed based on quantitative surveys and qualitative interviews with preservice teachers at Preparatory University (pseudonym). The findings of this study confirmed that teacher preparation programs impact preservice teachers' attitudes toward inclusion. However, there remains a significant gap in the components of the specific aspects of the curriculum that affected preservice teachers' attitudes. The broad understanding of inclusion captured by preservice teachers demonstrated barriers to inclusive attitudes, but there needs to be more understanding of inclusion from a social justice lens. Further, preservice teachers in this study support inclusion and have inclusive attitudes. However, there were significant implications of concerns on implementation and feasibility of inclusion within the confines of the educational system. These findings indicate the need for more inclusive educational resources within our teacher preparation programs, redesigning the pedagogical core, and restructuring the educational system to support inclusion and the fight against ableism. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This research sought to understand the experiences and perceptions of special education inclusion teachers (SEITs) from an urban county in Central Georgia. The qualitative narrative analysis proposed here aims to give school districts insight into why SEITs leave the field. This study followed a basic qualitative design. Participants were pulled from an urban school district in Central Georgia by emailing or phone calling through an open records request. A total of four participants were selected for this study. Two of the chosen participants were female, and two were male. The two females were aged 26 and 26; the two males were aged 23 and 25. The two male participants were African American, while the female participants were white. Data were collected in four interviews and coded by In Vivio, Pattern, and Codeweaving during the analysis process. Five themes were developed through the analysis process. Those themes were Job Choice, Preparation, Workload, and Job Effectiveness. Implications for practice include lessening teacher workloads, developing more robust mentorship programs, and improving how SEITs are prepared for the job. Future research suggested would be to compare SEITs that left the field to those that are still in the area. Also, reaching those with an innate desire to teach to those who choose to teach for convenience would be essential. Lastly, the participants of this study all had some disability they were diagnosed with at an early age. It could be helpful to look at the differences between SEITs with a diagnosed disability and those without a disability. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The 1990 Americans with Disabilities Act improved access to postsecondary education for disabled students, yet they are still marginalized and leave university at rates 17% higher than nondisabled students (Lombardi & Lalor, 2017). The specific problem is that disabled students face compounding barriers to success, including oppressive structures and ableism. Disability cultural centers (DCCs) have the potential to directly support disabled students and to promote a disability-positive campus culture. The purpose of this qualitative study was to explore the experiences of disabled students with DCCs and disability culture at U.S. universities, generating empirical evidence about the understudied structure of DCCs. Using hermeneutic phenomenological analysis design, the primary instrument was in-depth, semistructured interviews with 15 disabled students from seven U.S. colleges with DCCs. Transcripts were analyzed iterating between qualitative data analysis software and manual thematic analysis. The results comprised 11 themes relating to DCC structures (forms), disabled students' experiences (functioning), and cultural expressions (meanings). The themes were applied to draw conclusions: Disability is still understood as an individual problem on U.S. campuses. DCCs are "safe houses" that directly support disabled students and disability subcultures, regardless of design. They foster transculturation and disability-positive pockets on campus. It is recommended that university leaders prioritize disabled students' success by visibly committing resources to DCCs and including disability culture in diversity, equity, and inclusion programming. Future research with DCCs could consider including more schools, campus histories, and curricular influences. The results of this study can be used for disability advocacy with university leaders and policymakers at all levels. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

College students with disabilities face institutional challenges related to pursuing their education. In addition to the developmental changes that occur during young adulthood, these students also must overcome obstacles involving inaccessible environments, programs, services, and instructional approaches. Colleges and other service providers are not handling the transition from high school effectively, creating subsequent education-related problems for individuals with disabilities such as low enrollment, low retention, and low graduation rates. Under the Americans with Disabilities Act (ADA), Colleges and universities are legally mandated to accommodate students with disabilities with technology to address barriers to learning and engaging in their educational experience. Furthermore, with innovations and various forms of technology becoming increasingly popular and available, can students with disabilities use technology to engage educators and inform them of their needs? The following three research endeavors, an integrative review of literature, autoethnography, and digital storytelling project, seek to examine the benefits and barriers associated with the provision of technology on college campuses and highlight the role of narrative in reshaping power dynamics between students and educators regarding technology use. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

For individuals with disabilities, learning functional living skills, such as meal preparation, laundry, and cleaning tasks, can greatly increase their level of happiness and decrease their need to rely on others (Storey & Miner, 2017). The purpose of this study was to evaluate a pyramidal BST package to teach staff to implement a training package involving a prompting procedure, a self-evaluation form, and group contingencies to teach individuals in a community-based organization how to perform daily living skills. Results demonstrated that the staff trainer learned the intervention and the steps of BST in few trials and all staff learned how to implement the procedures in three to four trials. All individuals learned how to perform the daily living skill in the prompting phase and maintained accuracy in the self-evaluation form, independent group contingency, and interdependent group contingencies. Results provide avenues for future research, including exploring additional strategies for teaching skills, identifying types of skills that need to be taught, and identifying deficits in individuals' and staff's skill repertoires. Findings have implications for training strategies to be used with community-based program staff, the need for teaching independent living skills, and ultimately improve the quality of services provided to individuals with disabilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

There is a grave need for additions to the school psychologist's toolbox to support students with intellectual disability (ID) and sexual trauma. These children are especially vulnerable to adverse life experiences overall and are at a particularly high risk of experiencing sexual abuse and resulting trauma. Children with ID are less likely to have their trauma symptoms identified by those around them, as symptoms do not always present in the same way as their neurotypical peers and trauma symptoms are more likely to be grouped into the rest of their disability through diagnostic overshadowing. Additionally, individuals with ID are at risk both from abuse perpetrated by individuals without ID and from other individuals with ID as well. New childhood trauma cases cost the US upwards of $124 billion per year, and the estimated cost of the total burden of untreated trauma is over $500 billion. This highlights the need for accessible sexual health and healthy relationship education within school systems to help intervene in this trauma cycle and ensure that children with ID are taught the necessary skills to understand interpersonal boundaries, consent, advocacy, and sexual rights, as well as how to form and maintain healthy relationships. For the population of children with ID, schools remain the place where they are most likely to have their mental health needs met, and schools are the place where they are most likely to receive any form of sexual health education. The epidemic of sexual abuse among the population of individuals with ID has recently come to light, and many of these individuals are at risk of suffering from resulting sexual trauma. Looking at systems-level change, preventative measures, and targeted adapted interventions, the model of SAFEST KID aggregates these components into one framework that provides guidelines for the transition to trauma-informed schools, integrated and developmentally tailored healthy relationship curricula, and a targeted individual intervention for use by school psychologists to support students with ID and sexual trauma. Manuscript Two showcases the results of the Delphi study regarding the viability of the SAFEST KID model, aggregating real-world knowledge and experience from a panel of experts. The Delphi study was conducted to collect input and insight from individuals with expertise in ID, childhood sexual trauma, and school systems to enhance the SAFEST KID model by incorporating both extensive existing topical research as well as the lived experience of professionals and practitioners in the field. A panel of experts was recruited and given multiple rounds of iterative questionnaires, generating consensus on a list of concepts that were used to answer the research questions, create a set of guidelines for adapting interventions for use with children with ID and sexual trauma, and augment the SAFEST KID model. The Delphi study investigated the research questions of how the SAFEST KID model is likely to be used, what are predicted barriers to implementation, and what realistic adjustments to its components are necessary. To conclude, Manuscripts One and Two highlight the overarching need within school systems to apply trauma-informed trainings across districts that consider developmental differences in child trauma presentations, to implement social-emotional learning and healthy relationship curricula across grade levels, and to have therapeutic evidence-based intervention tools ready for use by school psychologists to support the well-being of students with ID and sexual trauma. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The reason behind this study was that there was the necessity for a description of the influences of the cultural practices that influence parents' decisions and how the decisions that parents of children with special needs make in their nonparticipation in formal education in the Ikorodu community of Lagos state, Nigeria. Children with special needs are part of society and deserve equal opportunities to develop independent skills to build society. Undermining the education of individuals with special needs impedes their growth and development in society. However, few studies focus specifically on exploring the cultural practices that influence the decisions that parents of CWSN make, and how they influence the decisions that parents of children with special needs make in a rural community in a developing country like Nigeria to make on behalf of their children with special needs not to participate in formal education. This study aimed to contribute to a deeper understanding of cultural practices and their influence on the decisions of parents of children with special needs to avoid participating in formal education. The study is qualitative, descriptive based on the NDM framework. It is comprised of 18 interviews, a focus group session with parents of children with special needs in the Ikorodu community of Lagos, Nigeria. Specifically, cultural practices support the beliefs that perceive individuals with a disability as a curse, taboo, evil, and inferior, so the community does not need to invest in them. Findings also uncovered a range of other factors that cultural practices that the Ikorodu community has imbibed into its structure create barriers that prevent parents of children with special needs from enrolling their children in formal schools. Discussions on the theoretical and practical implications as well as recommendations were proffered. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Young adults with intellectual and developmental disabilities (IDD) accomplish outcomes in the areas of employment, continued education, and independent living at rates much lower than their peers without disabilities (Newman et al., 2011). Limited reliable and independent transportation is one barrier youth with IDD face in accessing these outcomes (Bross, Fredrick, & Kwiatek., 2023; Feeley et al., 2015). Research related to postsecondary transition planning has identified community experience, self-determination, and parent expectations/involvement as three predictors of postschool success (Mazzotti et al., 2016; Mazzotti et al., 2021; Test et al., 2009). I used a single-case multiple baseline across participants design to analyze the effects of a rideshare intervention on participants' independently completed rideshare steps and generalization of rideshare skills. This study extended research by Bross, Wood, and colleagues (2023) that demonstrated the efficacy of classroom and in-vivo instruction to teach young adults with IDD to use a ridesharing application. All three participants in this study reached mastery and generalized their skills to ride independently, to schedule a ride, and/or to travel to a location novel to the study. One implication of this research is that situated interventions that leverage predictors of postschool success and program for generalization can be effective in teaching young adults with IDD to independently access transportation and their community. Additionally, this study demonstrates that implementing transportation skill interventions within the existing routines of young adults with IDD for relevant participant outcomes can demonstrate a functional relation and be maintained and generalized. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation and research study is dedicated to the exploration of "critical posthuman educational technology." Research in this study determines, evaluates, and considers educational technology in U.S. art museums through a wide-reaching survey and case study evaluations of the implementation of digital content creation in museums during the COVID-19 era. Critical posthumanism provides a way to understand and restructure expectations of the educational goals of museums that are aligned with the experiences and expectations of digital learning as well as incorporate a multitude of ontological considerations through Critical Race Theory, Queer Theory, and Critical Disability Studies. Beyond simply assessing what has happened in museums, this study seeks to find opportunities for greater change within the system of museum practice and education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to explore and evaluate the necessary adaptations to the Family Behavior Support application (FBSApp) paired with collaborative coaching for Spanish-speaking families of young children with disabilities and co-occurring challenging behaviors (CB) in home contexts. We utilized a multi-phase mixed methods research design (QUAL->QUAN/qual) to explore stakeholders' perspectives on the adapted intervention, and to examine the effects of the intervention on caregivers' use of targeted intervention strategies and children's use of CB. Qualitative methods included semi-structured interviews with early childhood professionals experienced in providing coaching to Spanish-speaking families and focus groups with Spanish-speaking families of young children. Quantitative methods included a multiple probe across behaviors single-case research design with embedded qualitative methods (i.e., caregiver questionnaire). Results indicate a continued and prevalent need for flexible, family-centered supports for Spanish-speaking families. Stakeholders reported the adapted intervention favorably across all phases of study, and single-case data indicated an increase in strategy use and reduction in CB for all families. Implications for research and practice are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to examine the predictability of selected social, academic, and institutional variables on the acceptance of academic accommodations among undergraduate college students with disabilities. Specifically, this study was concerned with the predictable relationship between the social, academic, and institutional variables of ethnicity, gender, SES, GPA, major area of study, faculty support and disability services, and the acceptance of academic accommodations of undergraduate college students. A predictive correlational research design was employed in the study. To participate in the study, two hundred sixteen (216) undergraduate college students were selected using the purposive sampling technique. To test the hypothesis, pre-existing data were generated by the participating institution's Office of Institutional Research to test the hypotheses. Furthermore, the data were analyzed in the study by utilizing the Binary Logistic Regression procedure. The following conclusions were generated from the results of the study: 1. In general, a binary regression model developed to correctly predict the acceptance of academic accommodations among undergraduate college students with disabilities should not include the social variables of ethnicity, gender, SES, and type of disability. 2. It appeared that undergraduate college students with a medical disability were almost twice as likely to accept academic accommodations than those with physical or learning disabilities. 3. Undergraduate college students with disabilities who were STEM majors were 2.12 times more likely to accept academic accommodations than those who were non-STEM majors. 4. In general, the odds of undergraduate college students with disabilities accepting academic accommodations were significantly higher when academic variables GPA and major area of study were included in the binary logistic model. 5. Any attempt to increase the odds of acceptance of academic accommodations among undergraduate college students with disabilities should include the institutional variables of faculty support and disability services. 6. Finally, it appeared that undergraduate college students with disabilities who received a moderate level of faculty support were 2.79 times more likely to accept academic accommodations than those who received a low level of faculty support. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The goal of this study was to investigate the effects (as articulated by Stephen Ball) of global and national inclusive education policies on the education of children with disabilities. The study focused on global and national policy influences and stakeholder engagements (perceptions, understanding, interpretations, and translations) of these policies to investigate the primary effects related to changes of practice or structure within schools and school systems, and secondary effects, related to social justice, social access, and opportunity. The theoretical orientation is based in critical sociocultural policy analysis, framed by a consciousness of 'relevance' of global North theory, conceptual frameworks, and methodology within global South contexts and attunement to emergent alternative discourses, as articulated by S. F. Alatas (2001a). Ball's (1993) policy cycle conceptualization is used in the analysis process. Ball's policy cycle is coupled with Bartlett and Vavrus's (2017) comparative case study (CCS) approach, which allow for multi-sited and multi-scalar, ethnographically informed research. The findings of this study are framed through an emically informed conceptualization of harira, the traditional Moroccan soup, to illustrate not only the messiness of policies, but adding the complexity and layers found within the Moroccan context. The harira conceptualization shows that the Moroccan inclusive education policy scape is composed of the co-existence of convergences and divergences in relation to global and national policies and stakeholder engagements with these policies, in addition to transversal (historical legacies), temporal (aspects of time, space, and geographies), and contemporary (current impact on the education of children with disabilities) components. The findings demonstrate the contextual realities at the global and local nexus of inclusive education policies and engagements within a MENA context. Implications highlight a reconceptualization of Ball's policy cycle within a postcolonial, global South contexts, and the productiveness of attunement to relevance and alternative discourses to the critical sociocultural orientation of policy analysis. A further implication for inclusive education policy specifically is the importance of this attunement to alternative discourses in the global South, which reveal postcolonial and faith or value-based aspects of inclusive education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The following study seeks to answer this research question: What is the lived experience of college graduates who are Black men, born into poverty, and living with a visual impairment? The researcher has used intersectionality as an aspect of Critical Race Theory (CRT) to conceptualize the research question and develop an interview protocol. The researcher has conducted in-depth interviews for this qualitative inquiry, resulting in a narrative study. Purposeful sampling was implemented to identify three participants who fit the criteria of being a Black man, born into poverty, and living with a visual impairment. Data was reorganized to tell the story in chronological order, as suggested by Creswell and Poth (2018), yielding a story with a beginning, middle, and end. The final product is an analysis of the participants' lived experience, one that they helped the researcher to shape. In the end, the researcher identifies themes that were a part of all the participants' lives. With this data, we can learn to be more resilient learners ourselves. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative study explores the experiences and perspectives of disabled student activists involved in the creation of disability cultural centers (DCCs) on college and university campuses in the United States. The main purpose is to advance recognition of disability as a marginalized student identity on college campuses in need of safe spaces of belonging and refuge from ableism, and to promote the continued expansion of DCCs as meeting this need. Combining Disability Critical Race Theory (DisCrit) methodology with narrative inquiry, the study aimed to explore four research questions: 1) How do disabled students describe the reasons propelling them to create DCCs? 2) How do disabled students describe their roles in the creation of DCCs? 3) What do disabled students perceive as the facilitators and barriers to engaging with universities to create DCCs? 4) How do disabled student activists describe the benefits of DCCs to the disabled student population and the larger campus climate? DisCrit informs the study design and analysis by promoting counternarratives and counterstorytelling, taking an asset-based approach to explore disabled student activism in the context of DCC creation. Semi-structured interviews with seven disabled student activists who created DCCs at five universities were used as the sole method for data collection. The data analysis resulted in two different ways of representing the data: participant profiles and themes across stories. Profiles provide a narrative description of each participant's story, humanizing their experience by detailing their personal background, reasons for involvement and role with the DCC, experience engaging with universities to create the DCC, and perspective regarding the benefits of the DCC. Next, themes across stories were analyzed to elucidate how disabled student activists pushed for the creation of DCCs (surfacing themes of actions, people, and conditions), and why the establishment of DCCs was important to them (surfacing themes of ableism, counterspaces, impact on the larger campus, and legacy work). Key findings indicate disabled student activists engaged in campusmaking (Comeaux et al., 2021), creating DCCs as a counterspace and reprieve from ableism, a "launchpad" to help disabled students navigate ableist systems, and a way to change the narrative to recognize disability as an culture and valued source of diversity on campus. Findings related to how participants created DCCs were also discussed: working both with and against the administration; obtaining support from disabled leadership, allies, and cross-movement solidarity; gathering data and submitting proposals; and building momentum with speakers and events centering disability culture. Several recommendations for educational leaders and disabled student activists are offered to facilitate the creation of future DCCs, inform policy and practice in the inclusion of disability within DEI initiatives, and create opportunities for meaningful allyship. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to analyze physical education teacher education faculty members and undergraduate students' perspectives on inclusion and social justice in Chile using a social constructionist lens as the theoretical framework. The participants were PETE faculty (n = 6) and students (n = 10) across three PETE programs in Chile. The research design was a descriptive multiple case study positioned using qualitative methodology. The primary data sources were individual semi-structured interviews with faculty, focus group interviews with undergraduate students, and document analysis of course syllabi across programs. To enhance the credibility of the study, triangulation of the different data collections sources was utilized in addition to member checking and peer debriefing. The qualitative data were analyzed using thematic analysis to draw on different themes capturing the perspectives on inclusion and social justice within the physical education Chilean curriculum. Findings were presented through themes and subthemes following each PETE program as a unit of analysis. Three major discussion themes are presented: (a) disability framed within a deficit model, (b) inclusive practice as pedagogical adaptations, and (c) inclusion as an ideology of sameness. In the conclusion, the researcher recommends increasing critical discourse on conceptualizations of disability is called for. Moreover, a call for extending discourse about adapted sports as the primary pedagogical practice toward inclusive physical education; and that is essential to embrace diversity through the recognition of multiple social identities and positionalities through the presence of Chilean students with and without disabilities. Lastly, four lines of inquiry are offered to continue the conversation about disability, inclusion, and social justice in Chilean physical education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

As autistic individuals grow into adulthood, they are much more likely to experience a need for employment-related skills, with research on these skills lacking relative to child-focused research. Accordingly, this dissertation examined existing literature on employment-related skill development and based on community consultation, developed instructional methods to teach some of these skills. A systematic literature review examined employment-related skill instruction with autistic participants. This review retrieved studies from several different search engines and databases, in addition to retrieving citations from existing reviews and meta-analyses on similar topics. This produced a total of 48 studies of interest that examined employment-related skill instruction. Upon analysis, two or fewer studies examined topics such as job search skills, self-advocacy, hygiene, or transportation to and from work. The remainder of this dissertation addressed two of these gaps in literature, the first of which was the instruction of job search skill training. During this study, participants used LinkedIn and Indeed to practice finding jobs of interest and recording information about them, as well as basic profile management on these sites. A total of nine participants (six autistic), as well as an additional nine participants who only completed baseline data, completed the study Results suggest that participants typically entered with some existing skill (often demonstrating about 40-60% of target skills) and mastered the target skills relatively quickly (typically in three to five sessions).This dissertation also examined familiarity with foundational information surrounding the Americans with Disabilities Act (ADA). A six-to-seven-session program taught participants to recognize both potential employment discrimination as well as inability to offer certain accommodations. Participants practiced these principles using text-based scenarios. A total of seven participants completed the study (two autistic) and demonstrated that, while most participants showed improvement after instruction, factors such as rehearsal effects undercut the validity of these findings and require additional research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this phenomenological qualitative study was to provide a voice and perspective of the lived experiences of participants with executive function deficits and develop an understanding of its effect on their transition to a four-year university. The following research question guided the study: What support do students with executive function deficits transitioning to post-secondary education need to be successful? The problem addressed in the study was determining what support students with executive function deficits need for a successful transition to postsecondary education. The phenomenological qualitative study utilized a retrospective lens to interview students who were 18 years or older, in their second semester of college or beyond, and attended a northeast Arkansas university. Additionally, Urie Bronfenbrenner's bioecological theory was employed to understand the phenomenon and support the findings within the study. The research findings suggested students with executive functioning deficits needed support from both family and teachers, intervention and recognition of a disability at an early age, and access to resources and information as they transitioned to postsecondary education. The implications of these findings were students with executive dysfunction transitioning to postsecondary education needed extensive supports from all aspects of their bioecological system. This research should aid K-12 schools and postsecondary institutions to better understand the barriers students with executive function deficits face and develop the supports necessary for a successful transition to postsecondary education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This narrative inquiry explored the schooling and professional experiences of seven teachers who were labeled with learning disabilities, and how those experiences affected their career decisions, teaching strategies, as well as relationships with their students, families, and friends. Their stories also challenged the associated stigmas and societal beliefs about who can be a teacher. The methodology incorporated semi-structured interviews, classroom observations, field notes, and member checks to explore the teachers' constructed meanings of their experiences and beliefs. This research was undergirded by Disability Studies in Education (DSE), along with the theory of complex embodiment. The purpose of incorporating these theoretical perspectives was to challenge normalizing dominant narratives and to advance the problematization and redefinition of disability as simply a matter of human variation. The findings highlighted three themes. They included: embracing the "Theory of Complex Embodiment"; residual emotions and feelings of (in)competence; and their decisions to disclose their learning disability labels, masquerade as a subjugated identity, or conceal their labels and pass. The participants also described the teaching strategies they utilized with their students and themselves. Following analysis, recommendations were made for both teachers labeled with learning disabilities and students enrolled in special education programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Is inclusion in the arts just a myth? Research has shown there are few peer reviewed journal articles and books published about inclusive programs in community art centers for adults with disabilities. This qualitative single case study critically reviewed the inclusive programs offered at a Midwestern community visual art center. During the literature review, this author discovered a Kennedy Center for the Performing Arts VSA report identifying specific priority areas to advance inclusion in the arts--leading to this study's research question: "What does inclusive community arts education look like in practice for a selected arts center?" This overarching concern was followed by several supporting questions; "How can the arts promote inclusive learning opportunities? How does an informal creative arts center establish and promote inclusive programs for people with disabilities? How do members (instructors/facilitators) of a selected community arts education center perceive inclusive practices?" The conceptual framework of this inquiry was constructed by researching the medical, social, and affirmative disability models associated with the foundations of disability studies. A resulting review of related literature focused on the historical background of the intersection of disability studies with art education, notable people in the field, and the potential power the arts have in building cultural bridges and a sense of belonging. This literature review revealed that most research addressing the intersection of art education with disability studies focuses on children from five through eighteen years old within K-12 educational settings. Therefore, additional exploration is needed to bridge the gap on research about adults with disabilities making art in inclusive community centers. Research methods included interviewing, observing, and qualitative case study analysis. Additionally, the author enriched the data with thick and rich autoethnographic passages describing experiences with inclusion, inclusionism, disability, and identity from a parent's, educator's, and introspective viewpoint. After selecting Visionaries and Voices (V+V) in Cincinnati as the case study site, the researcher spent 12 days making field observations in the fall and winter of 2021-2022. During that time, the researcher conducted nine semi-structured in-person interviews exploring the staff's opinions about inclusion and programming, plus revealing new emergent topics. The research findings took an "emic" approach that involves telling the story from participants' perspectives, in addition to the researcher's own insider's view as a mother and experienced art educator devoted to disability studies. Quality and rigor were built into this research through triangulation, member checking, and other methods increasing the trustworthiness, credibility, and dependability of the study. The findings and analysis of this case study revealed V+V is a warm, family like atmosphere with friendships based on mutual respect. Analysis revealed commonalities in staff member's perceptions toward inclusion. V+V has two well-established and successful inclusionary programs. Established in 2009, Double Vision is a collaborative art making program which culminates in an annual live auction fundraiser. The Teaching Artist Program provides a unique comprehensive instructional and leadership curriculum that supports artists with disabilities in public speaking and teaching art in the community. Staff members expressed the need for the improvement of physical accessibility in the V+V environment and updating the van currently used to transport the artists. Like most 501(c)(3) nonprofit art organizations, funding is an issue for V+V. This art studio receives limited funding, primarily from SSDI and Medicare. V+V is modeled after Creative Growth, a progressive art studio created by F. Ludins-Katz and E. Katz. Today, V+V appears to be a leader in the progressive art studio movement. They collaborate with other progressive studios and galleries worldwide, participate in symposiums, and have emerged as a valuable resource for those interested in starting a like-minded art studio space. There are four recommendations based on the findings of this study. (a) Inclusive art programs should use the Universal Design for Learning table as a guide to routinely assess accessibility, program effectiveness, and artists' comfort levels. (b) The findings of this study suggest the need for additional staff positions, either paid or volunteer, full or part-time, updated training and clarification of work duties. (c) Inclusive art programs should offer art career instruction and guidance to their participating artists. (d) Inclusive art programs should offer workshops on inclusivity and collaborative artmaking methods to the surrounding community. (e) Challenge the status quo of disability identity and respect the artists' autonomy. This research inquiry concluded that art not disability is the foundation for studios for people with disabilities. There are too few inclusive community art centers in the United States. It is possible that inclusive community art education programs could serve as a natural pathway to foster society's viewpoint of people with disabilities as successful contributing members of society. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This quantitative research study analyzed the effectiveness of Section 504 plans on academic achievement as measured by the Scholastic Aptitude Test (SAT), State of Texas Assessments of Academic Readiness (STAAR), and graduating grade point averages (GPA). There is limited research on the effectiveness of Section 504 plans and academic achievement. The study employed a quantitative ex post facto research approach to compare the effectiveness of Section 504 plans on students who graduated from seven high schools in 2017, 2018, and 2019 from a North Texas public school district. Results of dependent and independent t-tests of the data resulted in mixed results on the effectiveness of Section 504 plans on academic achievement. The study reinforces the importance of providing accommodations and supports to students with disabilities no matter how early or late they are initiated during a student's PreK-12 education. This study offers data to inform decisions made by educators, parents, and lawmakers as they consider policies, practices, and procedures for the development and implementation of Section 504 plans for students in our public-school systems. Implications for practice as well as future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

A narrative inquiry study is chosen because this is an investigation of school teachers' experiences expressed in a narrative form. The problem explored in this study is that school teachers struggle to meet the behavioral needs of students with exceptionalities in the mainstream classroom. Variation sampling is chosen because it allowed for documentation of the variation in the narratives of school teachers to find out if themes were present. There is a deeper understanding of adolescent behavior connected to the study from the foundation of a theoretical framework. The research questions pertain to what disciplinary strategy viewpoints school teachers have that address behavioral infractions and how these strategies are explained. With a questionnaire, 10 school teachers were chosen as interview participants in a sample population from a private Facebook group. This study utilized individual interviews and a focus group interview aligned with a coding procedure to analyze transcripts to look for themes. Three subthemes developed under the theme of effectiveness disciplinary strategy viewpoint including special education mentors created a sense of connectedness and approachableness. Four subthemes developed from the theme ineffective disciplinary strategy viewpoint which included yelling/calling out, threatening to call home, taking away cell phones, and degrading. Recommendations for future research include focusing on school teacher participants who live in other areas of the United States, such as rural and northern areas. Additionally, future investigations include recruiting participants face-to-face where the individuals can verbally communicate to share their teaching experiences, and focusing on participants with different cultural backgrounds that may be connected to previous research studies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The aim of this study was to delve into the barriers to learning experienced by 2e students with autism through in-depth interviews with seven 2e students and four professors from a northeastern university. All participants were in a specialized program for 2e students with autism and took classes with the general student population. Results showed that the 2e students in this study struggled with fast-paced learning and understanding abstract reasoning. They noted that they did not share their challenges in the classroom with their peers or instructors for fear of revealing their disability to others who were unaware of it. Findings also highlighted various ways in which 2e learners can be supported to ensure their retention in higher education. Providing relevant resources, creating study groups, and having a career center within the institution were some of the solutions provided by the students. They also noted that they need assistance from their professors and that both their peers and their professors should be sensitive to their unique challenges. Professors perceived essential solutions to include promoting the teacher-student relationship, understanding 2e challenges, sharing responsibilities, parental involvement, and developing appropriate policies to support 2e students. Implications for serving this population at the post-secondary level are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

To truly provide inclusive learning spaces for all students, inclusive education must be provided for people with disabilities during the transitional period from compulsory school to employment. México's 2011 law of inclusion provides rights to people with disabilities for access to education and professional training. In the interest of understanding inclusive education for people with disabilities during higher education and vocational formation, this research examines the networks of actors supporting this policy in practice through an analysis of its networks of support. It seeks to understand the construct of disability, actors, collaboration, and supports across the levels of implementation. A Vertical Case Study was adapted to examine the actors, collaboration, and supports across the macro (global), meso (government), and micro (local) levels of this policy in practice. Qualitative analysis was used to analyze two types of data: documents and interviews. First, a systematic review was conducted to find policies and declarations from México and global organizations focused on inclusion and people with disabilities. Next, interviews were conducted with those working in key government entities, program directors, and adult students with disabilities in higher education or vocational formation programs to understand what supports them in the implementation of this inclusive policy. Through an analysis of policies and declarations over time, it is clear the policy definition and construct of disability is not reaching local practitioners, nor is it permeating the full networks of support. The networks of support involved within this implementation in México include supports from the government, community, schools, institutions, and resources. These networks are collaborating through their information sharing, provision of accommodations, and program implementation. This research can inform policymakers and program directors of the supports necessary for this policy in practice. It highlights the importance of these supports in providing inclusive spaces for students so that they might be successful in their education. It demonstrates the need for collaboration across and within departments through information sharing, development of institutional structures, and allocation of funding. Furthermore, it points to the requirement that these networks both instill an inclusive culture and provide access to this education and labor practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Youth in the United States have been significantly impacted by COVID-19. Their education was disrupted at the onset with many going into virtual school for extended periods of time. This resulted in a loss of connection to peers, teachers, school counselors, and other educational support staff. Extra-curricular activities ceased and many traditional rituals like homecoming, proms, and graduation were postponed, went virtual, or were cancelled. This has resulted in significant learning deficits and social-emotional consequences, particularly for youth of color, Lesbian, Gay, Bisexual, Transgendered, Queer and Questioning (LGBTQ+) youth, and youth of lower socioeconomic statuses. The purpose of this study was to measure the relationship between school connectedness on youth mental health, participation in risky drug and alcohol behaviors, and youth resilience factors through this time of COVID-19. The study utilized archival data from the Healthy Kids Colorado Survey (HKCS) from 2019 and 2021 administrations. In addition, the study assessed the differences in these components for various demographic factors, including grade level, gender identity, race/ethnicity, sexual orientation, and physical and mental disability. The analyses found increased school connectedness was correlated with decreased mental health concerns, even when controlling for risk behaviors and resilience. Increased school connectedness was also associated with decreased risk behaviors and with increased resilience. Decreased risk behaviors and increased resilience were also associated with decreased mental health concerns. Demographic analysis found youth who identify as a sexual or gender minority or youth of color, especially Native American youth, were the most likely to report decreased school connectedness, increased risk behaviors, reduced resilience, and increased mental health concerns. These findings point to the value of school connectedness as a potential tool to address the rising youth mental health crises in the United States. Further research is needed to support and promote the utilization of school connectedness techniques in culturally appropriate ways to address the disparate outcomes for traditionally marginalized youth and to positively impact youth mental health. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Decades of research about students of color with dis/abilities has left but one fact clear: these students are not treated equitably within our school systems. The purpose of this qualitative document analysis was to identify how Disability Critical Race Studies is represented within federal inclusion policies. The research question was "How are the seven tenets of Disability Critical Race Studies represented within federal inclusion policies?" Disability Critical Race Studies (DisCrit) is a theory that highlights the intersection of race and dis/ability. The Individuals with Disabilities Education Improvement Act and the Every Student Succeeds Act were analyzed for this study. The two policies were examined for keywords derived from the seven tenets of DisCrit. Data were then coded using a priori and process codes. Several themes emerged upon analysis of the data. Results show that several tenets of DisCrit are present within federal inclusion policies. However, their presence is largely accounted for from language and concepts DisCrit identifies as harmful to students of color with dis/abilities. Four major themes emerged from this study: Helping means viewing students as having deficits, Helping means assimilating, Gains for students of color coincide with gains for White students, and Affirmation accompanies positive movement. This study has implications for educators, policy makers, and students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Graduates who have disabilities experience difficulty finding their first job after completing college. The transition-age period of 18 to 30 is a stage of life when receiving vocational rehabilitation (VR) support is critical to increase chances of graduates with disabilities towards competitive employment and earnings. Current literature suggest that VR is essential and has been proven to be beneficial in the lives of transition-aged youth and young adults with disabilities. The purpose of this transcendental phenomenological study was to describe the employment experiences of transition-aged Bahamian college/university graduates with disabilities from the perspectives of adults who either successfully navigated this transition or who still faced challenges with obtaining and/or maintaining employment. Research questions focused on the lived experience of employment preparation, employment barriers, and VR needs. Criterion-based sampling was used to identify five participants who had one or more disabilities, who experienced job search and/or employment since November 2014, and who were between the ages of 18 and 30 when they graduated from college/university and began their employment pursuits. Five graduates with disabilities, aged 24 through 37, were interviewed twice. Ten interviews were conducted in total. The interviews were audio-recorded, transcribed verbatim, and analyzed based on themes that emerged from the data. Five themes were revealed in response to each research question. Research question one, on employment preparation, revealed themes concerning: (a) family, (b) friends and peers, (c) professionals, (d) upskilling, and (e) updating resume. Research question two, on employment barriers, revealed themes on: (a) inaccessibility, (b) limited accommodations, (c) COVID-19 pandemic, (d) no employer response, and (e) self. Research question three, on factors that would help to achieve competitive integrated employment, revealed themes on: (a) work experience, (b) job training/program/seminars, (c) career counseling, (d) addressing employer biases, and (e) accessibility. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This phenomenological research study highlights the voiced needs and desires of individuals with Down syndrome, aged 21-30, experiencing the phenomenon of identifying as neurodiverse while living in a world designed for the neurotypical. The study provides a deeper understanding of lived experiences of individuals with Down syndrome as they enter societal roles after transitioning from secondary education. The findings shed light on the societal problem surrounding the lack of inclusion in higher education and the workforce as well as the lack of autonomy for individuals with cognitive disabilities under guardianship. The three outstanding questions embedded within this multi-site, phenomenological inquiry are: "How do young adults with Down syndrome (age 21-30) understand and describe their lived experiences as emerging societal members?" "(a) How do young adults with Down syndrome (age 21-30) understand and describe the pathways available to them as emerging societal members?" "(b) How do young adults with Down syndrome (age 21 to 30) understand and describe the programs available to them as emerging societal members?" and "(c) How do young adults with Down syndrome (age 21 to 30) understand and describe their level of autonomy as emerging societal members?" Understanding the social history associated with Down syndrome serves as the foundation of present societal practices and the experiences of these individuals. To explore these experiences and further support this research, the three streams of theory, research, and practice are as follows: Decision Making for Individuals with Disabilities, Secondary Education in Relation to Down Syndrome, and Present Pathways Available for Adults with Down Syndrome. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The transition from high school to adulthood is typically accompanied by student's prepping and planning for post-secondary education and employment following the completion of their education. Obtaining employment is a key milestone in a young adult's life and provides the opportunity for earning money, living independently, and actively participating within the community and work environment. Young adults with disabilities (YADs) face numerous barriers when attempting to prepare for and obtain employment. Barriers such as transportation, employer bias, and an individual's interpersonal factors contribute to poorer employment outcomes for YADs when compared to neurotypical same aged peers. "Helping Underserved Leaders Transition" ("HULT") is a school based prevocational skills program developed to address poor employment outcomes for YADs. Utilizing a mixed methods research design, "HULT" derives both qualitative and quantitative data from each program stakeholder including the students, their families and/or caregivers, and the school district administrators assisting with the logistics of the program implementation. Using quantitative data measures such as the use of Likert scales, "HULT" analyzes several outcomes before and after program participation related to the students' skills in areas such as level of self-esteem, level of independence while completing vocational tasks, and ability to utilize coping strategies.Pre-vocational training within a school setting provides a dynamic and unique addition to YADs educational experience. "HULT" in conjunction with community resources and school curriculum allows students to prepare for their future employment endeavors earlier and within an inclusive, client centered environment. "HULT" demonstrate the importance of pre-vocational skills programming earlier in a student's education to ensure accessibility and to improve overall employability for YADs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Navigation of the state and federal child welfare and special education systems in the U.S. presents significant challenges for caregivers, particularly those of children with disabilities. This dissertation explores the experiences of caregivers who were involved in these two systems, discussing the challenges they faced and analyzing the strategies and resources they utilized for effective navigation. The paper's study included semi-structured interviews, allowing for an in-depth exploration of caregiver perspectives and experiences: emotional challenges such as denial, anger, depression, isolation, stress, and eventual acceptance were prevalent among caregivers, and the lack of support from these two systems' service providers created multiple barriers for caregivers. Yet, finding reveal that caregivers utilized their skills, expertise, and existing relationships to effectively navigate the complexities of the two systems, illustrating that caregivers possess strong aspirations for their children's futures and demonstrate determination in advocating for their needs within the systems. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation considers the social, political, legal, cultural, historical, temporal, and other contextual forces concerning educational access for young people experiencing forms of state custody and surveillance at the intersections of multiple identity markers and inquires into efforts to resist injustices. It also explores educational experiences and institutional interactions of youth identified as deviant, delinquent, and/or disabled, with particular attention on youth transferred from juvenile court jurisdictions to adult criminal courts and jails. Most of the research focuses on urban counties in the Midwest, and one chapter presents an analysis of a national landscape. The primary methodologies are critical policy analysis, critical archiving processes, activist archiving, and archiving activism. Multiple trans-disciplinary critical frameworks inform and accompany this process, including DisCrit, Critical Policy Studies, Critical Horology, Critical Carceral Studies, Method-Making (McKittrick, 2021), and Sara Ahmed's (2021) interrogation of the complex phenomenology of institutional complaint procedures and complainants' experiences during complaint processes. The analysis exposes disconnects between policy intentions and policy outcomes and the unjust consequences of those policy fractures experienced and resisted by affected young people and their loved ones. It also reveals how carceral logics inform, intersect with, and buttress institutions such as schools and social agencies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Given adolescents' increased mental health needs, there is a demand to critically investigate policies in place that are specifically designed to support students with mental health disabilities. Teachers are inadequately prepared or trained to support students with anxiety or depression. According to the U.S. Department of Education, mental health disabilities are protected by Federal civil rights laws, including the Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973 (U.S. Department of Justice & U.S. Department of Education, 2021). With an influx of students with anxiety and depression in school systems, teachers are struggling to support students in this growing and vulnerable population (Blad, 2021). Additionally, there is a lack of research about what is happening in schools for students with emotional disabilities, including if the students are receiving support they need to be successful in the classroom (Caldwell et al., 2019). The purpose of this qualitative study was to learn about general education teachers' experiences and understanding of the implementations of mental health support for students with anxiety and depression including IEP and Section 504 laws and their accommodations, modifications, and least restrictive environment. The findings suggest policymakers and school districts must streamline the identification and eligibility process, implement research-based accommodations, educate students and parents about mental health, and train general education teachers to support students with anxiety and depression. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]