Date of Award
2023
Document Type
Dissertation
Selected Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Degree Name
Doctor of Education (Ed.D.) in Educational Leadership for Diverse Learning Communities
Department
Education
School
School of Education and Human Services
Abstract
Black students with disabilities receiving special education services provide unique challenges to the current education system that was designed for white, able bodied and minded individuals. Teachers, more specifically, special education teachers, who are often white, play a vital role in serving as a first level of support and having a significance influence on potential short and longterm outcomes for Black students with disabilities. This qualitative narrative inquiry study of six Prek-eighth grade special education teachers sought to understand their stories of preparation for and approaches to teaching Black students with disabilities. This study is important because it provides insight into special educators’ teachers self-efficacy and preparedness in working with Black students with disabilities. Disability studies/critical race theory (discrit) and teacher selfefficacy theory were used as theoretical frameworks. Data collection occurred through reflective narrative essays, demographic questionnaires, individual interviews, and focus group interviews. The analysis of the participants' stories produced five significant findings: 1.) Teacher preparation and professional development recommendations 2.) Perceived expectations vs. perceived reality 3.) Confidence produced through intrinsic motivation and extrinsic supports 4.) Preparation for educating Black students with disabilities 5.) Educational responsibility for Black students with disabilities. Implications suggest that teacher preparation programs and in-service training must provide proactive strategies and skill-based knowledge to increase teachers' competency and sense of self-efficacy for addressing the diverse needs of Black students with disabilities. Limitations, recommendations, and suggestions for future research are provided.
Related Pillar(s)
Study
Recommended Citation
Thomas, Alana Akilah, "Narratives That Matter: Special Education Teacher Stories and Experiences in Educating Black Students with Disabilities" (2023). Theses & Dissertations. 191.
https://digitalcommons.molloy.edu/etd/191
