Date
1-16-2025
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Frank Bailey
Keywords
Teacher-Student Relationship, Inclusion, Students With Disabilities
Disciplines
Education | Special Education and Teaching
Recommended Citation
Newman, Mary D., "Exploring the Role of Teacher-Student Relationships in Inclusive Classrooms from the Lived Experiences of High School Graduates with Disabilities" (2025). Doctoral Dissertations and Projects. 6447.
https://digitalcommons.liberty.edu/doctoral/6447
Abstract
The purpose of this transcendental phenomenological study was to understand the lived experiences of special education students from inclusive classrooms who graduated from high school in a metropolitan city in Georgia. Academic mediation theory guided this research. The academic mediation theory identifies teacher-student relationships as critical in encouraging students to stay in school. The central research question was as follows: What are the lived experiences of high school students with disabilities in the inclusion classroom? This study was conducted using qualitative research methods. The researcher used a purposeful and criterion sampling method to identify 12 high school graduates with disabilities. Data were collected from a screening questionnaire, interviews, and focus groups. Data were analyzed using a transcendental phenomenological approach developed by Moustakas, which included epochè, phenomenological reduction, and meaning synthesizing. I identified the five key themes of respectfulness, flexibility, affability, professionalism, and normality that exemplify the qualities of educators who effectively support students with disabilities and encourage them to stay in school when frustrated.
