The Lived Experiences of Disabled Students in Inclusive Classrooms

• In Event: Inclusion or Illusion? Student-Informed Reflexive Practices in K-12 Settings

Abstract

This dissertation explores the lived experiences of disabled students in inclusive classrooms, focusing on those in extensive support needs (ESN) programs. Intentionally inclusive of students who communicate through augmentative and alternative communication, American Sign Language, and other nonspoken forms, this phenomenological case study centers student perspectives through mobile interviews and reflective document analysis. Perspectives are triangulated with surveys from parents, guardians, and staff. Grounded in disability studies in education, the study challenges deficit-based approaches and addresses harm perpetuated by the medical model, infantilization, invisibility, and stigma. Findings emphasize peer relationships, sensory environments, and staff attitudes, training, and ratios. This project advocates for a reimagined inclusive education led by disabled students, placing their voices at the center of reform.

Author

• Tanner Mizel, University of San DIego