Gaining Insight for Policy and Practice Development From Intersectional Disability Experiences of Higher Education: A Phenomenological Approach

• In Event: Interrogating Special Education Policy and Practice

Abstract

The number of disabled students at four-year universities continues to increase, particularly since Covid-19. Yet there is little research regarding BIPOC disabled students lived experiences at four-year institutions or research amplifying the voices of BIPOC disabled students with regards to their needs, desires, and recommendations for improving institutional policy and practice in higher education. This phenomenological study aims to amplify the experiences and expertise of BIPOC disabled college students, specifically as they relate to the policies and practices that impact them. Using an innovative phenomenological approach with podcast data, this study identifies the essence of their internal, policy-based, and social barriers to successful graduation, as well as their suggested solutions to address said barriers.

Author

• Janelle A. Johnson, North Carolina State University