Date

10-16-2025

Department

School of Behavioral Sciences

Degree

Doctor of Philosophy in Psychology (PhD)

Chair

Ralph Ogburn

Keywords

disability theory, inclusion, belonging, biblical worldview, lived experience, advocacy, collaboration, evidence-based practice

Disciplines

Educational Psychology | Psychology

Abstract

This phenomenological qualitative study, grounded in disability theory, explores the lived experiences of parents and educators regarding inclusive education. At present, laws and regulations promote the inclusion of individuals with disabilities. Inclusion has evolved since the mid-1950s. The biblical foundation for inclusion draws on the life of Jesus. This study examined how concepts of belonging, willingness, perceptions of inclusion, and evidenced based practices manifest in perceptions of advocacy, empathy, flexibility, and collaboration. Data was collected using interviews with parents and educators. Thematic analysis revealed that parents’ experiences centered on advocacy, resilience, empathy, and compassion, reflecting feelings of isolation and being overwhelmed when making educational decisions for their children. Educators emphasized collaboration, relationships, flexibility, and creativity, reflecting a desire to work together in building capacity. These findings suggest that inclusive practices should be rooted in empathy and partnership, aligning with evidence-based approaches to inclusion. The study findings reinforce the human rights model of disability theory by highlighting how legal mandates, such as IDEA and Section 504, support inclusive education through Least Restrictive Environment practices. The study findings also connect inclusive education to a biblical worldview by drawing on Jesus’ example of inclusion and belonging. The findings support the need to advocate for equity and dignity for individuals with disabilities in educational settings.

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