Date of Award

Fall 11-7-2025

Access Restriction

Dissertation

Degree Name

Doctorate in Education

Department

Education

School or College

School of Education

First Advisor

Fernando Estrada

Second Advisor

Meri Storino

Third Advisor

Rebecca Stephenson

Abstract

This qualitative study explored elementary school educators’ experiences with ableism and bias in their daily professional lives. While federal policy affirms the rights of students with disabilities, inequities persist in how these protections are implemented in schools (Individuals with Disabilities Education Improvement Act, 2004). Using semi–structured interviews with 11 elementary educators, including general education teachers, special education teachers, counselors, and administrators, this study examined how ableism is perceived, experienced and addressed in elementary settings. Thematic analysis identified themes of deficit–based thinking, lowered expectations, lack of early intervention, resistance to inclusion, and the impact of labels and language on shaping opportunities for students. Participants described systemic barriers that limited access, educational practices that removed students from core instruction, and professional development opportunities that focused on compliance only, were fragmented, or absent. Findings highlight a path for educators, leaders, and policymakers to recognize and interrupt ableism by dismantling exclusionary structures, affirming student strengths, and embedding equity into training and policy. This study contributes to ongoing scholarship on disability equity and systemic shifts that ensure schools become inclusive communities where students with disabilities are meaningful members who are provided equal access to opportunities.

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