Date of Award

Fall 9-5-2025

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

School Psychology

First Advisor

Markeda Newell

Abstract

Ableism, or prejudice and discrimination on the basis of dis/ability is of growing interest to both practitioners and researchers (Branco et al., 2019; Friedman & Awsumb, 2019). In the United States, there are federal laws that protect public education as a fundamental right regardless of a student’s ability status. Prior researchers found that educators can hold biases with respect to a student’s disability label (Bassey et al., 2020; Donohue & Bornman, 2015; Freer, 2018; Gifford & Knott, 2016; Ko & Boswell, 2013; Lucas, et al., 2009; Nah & Tan, 2021; Pachiţa & Gherguţ, 2021; Röhm et al., 2022; Wüthrich & Sahli Lozano, 2018). Additionally, a greater number of students are being educated in the general education classroom in keeping with the Least Restrictive Environment (LRE) regulations (Pew Research Center, 2023). Educator exposure to disability issues and comfortability dealing with disability related biases in the classroom varies. Thus, the purpose of the current dissertation study is to examine the extent to which general education teachers are aware of ableism in the classroom during intermediate school years (4th-5th grades) and to explore how teacher awareness of ableism and dis/ability-related biases impact social experiences for students in the classroom with the hopes of providing greater insights as to the best supports for educators as they work with youth. Critical Disability Theory (CDT) provides the framework for this descriptive study with a primarily qualitative design. Through the process of Constant Comparative Analysis, four core themes were identified from (n=8) teacher interviews with respect to 1) Views on Disability, Learning, and Success, 2) Teacher Self-Efficacy in an Inclusive Classroom, 3) Social Impact of Disability in School, and 4) Pertinent Social Emotional Learning (SEL) Topics for Disability Inclusion. The study results further emphasize the need for diversity, equity, and inclusion initiatives to include ability status and the need for additional professional development and holistic student supports in order to optimize student experiences.

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