Date
10-14-2026
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Alexandra Barnett
Keywords
inclusion, self-contained, special education, person-environment fit, parental perceptions, educational placement, qualitative research
Disciplines
Special Education and Teaching
Recommended Citation
Johnson, Nicole M., "Inclusive or Self-Contained: A Hermeneutic Phenomenological Study of Parents’ Lived Experiences With Classroom Placements for Students With Disabilities in the Mid-Atlantic United States" (2026). Doctoral Dissertations and Projects. 9013.
https://digitalcommons.liberty.edu/doctoral/9013
Abstract
The purpose of this hermeneutic phenomenological study was to understand the lived experiences of students with disabilities in self-contained and inclusive classrooms for families at K-12 schools in the mid-Atlantic region of the United States. The theory that guided this study was person-environment fit theory. The central research question that guided this study was: What are the lived experiences of families who have students with disabilities placed in self-contained and inclusive classrooms in the mid-Atlantic region of the United States? This study employed a structured qualitative data collection approach incorporating document analysis, individual interviews, and letter writing. Findings from all three phases were triangulated to strengthen credibility and provide a comprehensive understanding of family perspectives on educational placement. Findings revealed that educational success depended less on placement type and more on the alignment between students’ individualized needs and their educational environments. Major themes indicated that educational environments frequently failed to align with students’ individualized needs, students often experienced hidden emotional distress within educational settings, educational mismatch extended beyond school and affected entire family systems, trust and collaboration shaped families’ experiences, and placement decisions were strongly influenced by emotional regulation and psychological safety. Subthemes further revealed that academic ability often masked significant support needs, physical inclusion did not automatically result in meaningful participation, and educational systems were frequently experienced as reactive rather than preventive. Overall, families described successful educational experiences as individualized, emotionally safe, proactive, and collaborative.
