{"id":{"repo_id":"alverno","oai_identifier":"oai:alverno.omeka.net:960"},"canonical_url":"https://search.dev.ndltd.org/etd/alverno/oai:alverno.omeka.net:960","repository":{"repo_id":"alverno","name":"Alverno College","base_url":"https://alverno.omeka.net/oai-pmh-repository/request"},"display":{"title":"A Wisconsin charter school's enrollment and service of students with disabilities","abstract":"White, Elizabeth Marie This qualitative single-case study, grounded in Critical Disability Theory and the transformative paradigm, explores inclusive education within a Wisconsin charter school. It examines the strategies and insights that foster meaningful inclusion, moving beyond surface-level metrics to highlight the human-centered factors that drive equitable learning for students with disabilities. Through field visits, interviews, and observations, the study investigates how the school actively dismantled ableist structures and cultivated a thriving, inclusive environment. Findings indicate that transparent marketing, a supportive school culture, and the practical application of the Social Model of Disability play key roles in attracting, retaining, and educating students with disabilities. Additionally, the study underscores the crucial role of skilled, efficacious educators, demonstrating that genuine inclusivity depends on dedicated personnel rather than policy or funding alone. The research, enriched by the author's lived experience as an educator and parent of children with disabilities, examines the potential of Universal Design for Learning (UDL) to foster inclusive schools. It presents nuanced findings and compelling arguments on how all schools can foster inclusive environments, ultimately advancing a more equitable K-12 educational landscape.","abstract_html":"White, Elizabeth Marie This qualitative single-case study, grounded in Critical Disability Theory and the transformative paradigm, explores inclusive education within a Wisconsin charter school. It examines the strategies and insights that foster meaningful inclusion, moving beyond surface-level metrics to highlight the human-centered factors that drive equitable learning for students with disabilities. Through field visits, interviews, and observations, the study investigates how the school actively dismantled ableist structures and cultivated a thriving, inclusive environment. Findings indicate that transparent marketing, a supportive school culture, and the practical application of the Social Model of Disability play key roles in attracting, retaining, and educating students with disabilities. Additionally, the study underscores the crucial role of skilled, efficacious educators, demonstrating that genuine inclusivity depends on dedicated personnel rather than policy or funding alone. The research, enriched by the author's lived experience as an educator and parent of children with disabilities, examines the potential of Universal Design for Learning (UDL) to foster inclusive schools. It presents nuanced findings and compelling arguments on how all schools can foster inclusive environments, ultimately advancing a more equitable K-12 educational landscape.","abstract_has_math":false,"creators":["White, Elizabeth Marie"],"institution":"Alverno College","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025","date_published":"2025","updated_at":"2026-07-27T18:44:41Z","subjects":["Students with disabilities","Charter school enrollment--Wisconsin","Inclusive education","Social model of disability","Critical disability theory","Transformative","Marginalized groups","Qualitative","Inclusion","Indigenous paradigms","K-12 education","Single case study"],"languages":["English"],"rights":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://alverno.omeka.net/items/show/960","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["White, Elizabeth Marie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025"]},{"key":"dc:publisher","label":"Institution","values":["Alverno College"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Students with disabilities","Charter school enrollment--Wisconsin","Inclusive education","Social model of disability","Critical disability theory","Transformative","Marginalized groups","Qualitative","Inclusion","Indigenous paradigms","K-12 education","Single case study"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://alverno.omeka.net/items/show/960"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["White, Elizabeth Marie This qualitative single-case study, grounded in Critical Disability Theory and the transformative paradigm, explores inclusive education within a Wisconsin charter school. It examines the strategies and insights that foster meaningful inclusion, moving beyond surface-level metrics to highlight the human-centered factors that drive equitable learning for students with disabilities. Through field visits, interviews, and observations, the study investigates how the school actively dismantled ableist structures and cultivated a thriving, inclusive environment. Findings indicate that transparent marketing, a supportive school culture, and the practical application of the Social Model of Disability play key roles in attracting, retaining, and educating students with disabilities. Additionally, the study underscores the crucial role of skilled, efficacious educators, demonstrating that genuine inclusivity depends on dedicated personnel rather than policy or funding alone. The research, enriched by the author's lived experience as an educator and parent of children with disabilities, examines the potential of Universal Design for Learning (UDL) to foster inclusive schools. It presents nuanced findings and compelling arguments on how all schools can foster inclusive environments, ultimately advancing a more equitable K-12 educational landscape."]},{"key":"dc:format","label":"Dc Format","values":["PDF"]},{"key":"dc:title","label":"Title","values":["A Wisconsin charter school's enrollment and service of students with disabilities"]}]}],"canonical_facts":{"dc:creator":["White, Elizabeth Marie"],"dc:date":["2025"],"dc:description":["White, Elizabeth Marie This qualitative single-case study, grounded in Critical Disability Theory and the transformative paradigm, explores inclusive education within a Wisconsin charter school. It examines the strategies and insights that foster meaningful inclusion, moving beyond surface-level metrics to highlight the human-centered factors that drive equitable learning for students with disabilities. Through field visits, interviews, and observations, the study investigates how the school actively dismantled ableist structures and cultivated a thriving, inclusive environment. Findings indicate that transparent marketing, a supportive school culture, and the practical application of the Social Model of Disability play key roles in attracting, retaining, and educating students with disabilities. Additionally, the study underscores the crucial role of skilled, efficacious educators, demonstrating that genuine inclusivity depends on dedicated personnel rather than policy or funding alone. The research, enriched by the author's lived experience as an educator and parent of children with disabilities, examines the potential of Universal Design for Learning (UDL) to foster inclusive schools. 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