Date
10-14-2026
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Susan Stanley
Keywords
Inclusion, self-contained setting, significant cognitive disability
Disciplines
Special Education and Teaching
Recommended Citation
Krueger, Taylor Lee, "Marginalized Parental Experiences in Relation to Inclusive School Practices for Studnets with Significant Cognitive Disabilites: A Qualitative Transcendental Phenomenology Study" (2026). Doctoral Dissertations and Projects. 8997.
https://digitalcommons.liberty.edu/doctoral/8997
Abstract
The purpose of this transcendental phenomenological study was to understand lived experiences in advocacy for inclusive school practices for parents with students with significant cognitive disabilities at rural primary schools in a southeastern state. The theory guiding this study was Bandura’s social cognitive theory as the interconnected components of the theory are used to understand parental experiences. The central research question was, “What are the lived experiences advocating for inclusive education practices of parents of students with significant cognitive disabilities at K-5 schools in a rural southeastern state?” A literature review was conducted to understand current research related to inclusive school practices and identify a gap that remains in the related research. A transcendental phenomenological design was used to understand the gap. The participants in the study were 10 parents of students with a significant cognitive disability in grades kindergarten through fifth in a rural southeastern state. Data was collected through interviews, journal prompts, and focus groups. Data was analyzed and four themes formed to gain a comprehensive understanding of the phenomenon. The themes within the study were self-contained placements, parental barriers, self-taught inclusion, and collaboration. Overall, parents in the study described the importance of social inclusion and the value of a smaller setting for academics.
