Date
9-25-2025
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Lucinda Spaulding
Keywords
stigma, discrimination, disability, employment, learning disability
Disciplines
Education | Special Education and Teaching
Recommended Citation
Lamont, Katherine, "A Phenomenological Study of Overcoming School Experiences of Disability-Related Stigma to Gain Competitive Employment for Individuals with Learning Disabilities" (2025). Doctoral Dissertations and Projects. 7501.
https://digitalcommons.liberty.edu/doctoral/7501
Abstract
The purpose of this hermeneutical phenomenological study was to interpret the experiences of overcoming disability-related stigma to gain competitive employment for individuals with learning disabilities (LDs) who have previously received special education services in public schools in the United States. Goffman’s stigma theory framed the investigation of the research question: What are the lived experiences of individuals with LDs who have received special education services in public school settings with overcoming disability-related stigma to gain competitive employment? This study was conducted with 12 participants, who each received special education services in public schools in the United States for a specific LD. All participants were currently employed and had maintained competitive employment for at least 3 years. Key findings included participant experiences of disability-related stigma in education settings, including traditional public schools and institutions of higher education. The role of a support system to mitigate the impacts of stigma on self-concept was highlighted. Teachers were portrayed as perpetrators of stigma or encouragers toward success. As participants developed feelings of competence, they created feelings of confidence. Reaching milestones and goals helped participants reframe their internalization of their disability. This identity management emphasized the unique strengths and weaknesses of the individual, despite society’s flawed reception of them. Findings of this study have implications for policy and practice, including the empowerment of individuals with LDs and their parents to advocate for the support and services they require to succeed. Implications also include the essential role of diversity, equity, inclusion, and accessibility policies, as well as appropriate funding for education and a call for training for teachers and employers in equity.
