Date
4-29-2026
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Susan Stanley
Keywords
assistive technology, self-efficacy, physical disabilities, inclusion, inclusive education settings
Disciplines
Education | Special Education and Teaching
Recommended Citation
Joseph, Chamarah Melonie, "An Exploration of the Lived Experiences of High School Teachers Using Assistive Technology With Students With Physical Disabilities in Inclusive Education Settings: A Transcendental Phenomenology" (2026). Doctoral Dissertations and Projects. 8215.
https://digitalcommons.liberty.edu/doctoral/8215
Abstract
The purpose of this transcendental phenomenology was to explore the lived experiences of high school general education teachers using assistive technology for students with physical disabilities in inclusive education settings in Lightner Public School District in Florida. The theory guiding this study was Bandura’s theory of self-efficacy theory. This theory centers on the connection between an individual’s belief in their ability to execute a given task and their level of attainment on that task. The central research question for this research is: “What are the lived experiences of high school teachers using assistive technology (AT) for students with physical disabilities in their inclusive classrooms?” This study employed the transcendental phenomenological approach to qualitative inquiry. The study’s sample consisted of 10 participants, including general and special education teachers from four high schools in the Lightner Public School District in Florida. Data were collected using semi-structured interviews, photograph journals, and document analysis. To analyze the data, Moustaka’s transcendental phenomenological approach was used. This entails epoché, horizontalization, clustering of themes and synthesizing meanings and essence. The results of my research indicate that while robust policies have been put in place by Lightner County Public Schools to support teachers’ use of AT with students with physical disabilities, a dichotomy exists between policy and the lived experiences of teachers. Confidence levels among teachers using AT in inclusive settings are closely linked to the support received from the AT department and established relationships with the AT team. In instances where perceived support was lacking, teacher confidence was significantly impacted, highlighting the gap between systemic policy and classroom reality.
