This qualitative dissertation examined how caregivers of students with low-incidence disabilities experienced and interpreted school support within the context of daily family life. Grounded in the social model of disability, the study was designed to explore the nature of meaningful school-based support, the limitations caregivers encountered, and the ways school-family relationships shaped these experiences over time. The overarching research question asked how caregivers of students with low-incidence disabilities perceived the school’s role in supporting their families. A qualitative research design was selected to center caregiver voice and allow for in-depth exploration of lived experience. Data were collected through semi-structured interviews with caregivers and were analyzed using within-case and cross-case thematic analysis to identify recurring patterns across participant narratives. The findings indicated that caregivers experienced school support most positively when it was characterized by trust, empathy, clear communication, advocacy, flexibility, and authentic partnership. Caregivers also described emotional validation and connection with other families as meaningful forms of support. At the same time, participants identified gaps when support was limited to procedural expectations, compliance, or surface-level involvement that did not fully acknowledge the complexity of caregiving. The study concludes that school support was most meaningful when it extended beyond formal responsibilities to include relational, family-centered practices. The findings suggest that schools should strengthen communication, caregiver partnership, and responsive support structures for families.
","abstract_html":"<p>This qualitative dissertation examined how caregivers of students with low-incidence disabilities experienced and interpreted school support within the context of daily family life. Grounded in the social model of disability, the study was designed to explore the nature of meaningful school-based support, the limitations caregivers encountered, and the ways school-family relationships shaped these experiences over time. The overarching research question asked how caregivers of students with low-incidence disabilities perceived the school’s role in supporting their families. A qualitative research design was selected to center caregiver voice and allow for in-depth exploration of lived experience. Data were collected through semi-structured interviews with caregivers and were analyzed using within-case and cross-case thematic analysis to identify recurring patterns across participant narratives. The findings indicated that caregivers experienced school support most positively when it was characterized by trust, empathy, clear communication, advocacy, flexibility, and authentic partnership. Caregivers also described emotional validation and connection with other families as meaningful forms of support. At the same time, participants identified gaps when support was limited to procedural expectations, compliance, or surface-level involvement that did not fully acknowledge the complexity of caregiving. The study concludes that school support was most meaningful when it extended beyond formal responsibilities to include relational, family-centered practices. The findings suggest that schools should strengthen communication, caregiver partnership, and responsive support structures for families. </p>","abstract_has_math":false,"creators":["Davenport, Celia D"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Disability and Equity in Education","degree_department":null,"school":null,"contributors":["Molly Buren, PhD","Terry Jo Smith, PhD","Blanca Gamez-Djokic, PhD"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2026,"date_issued":"2026-06-01T07:00:00Z","date_published":"2026-06-01T07:00:00Z","updated_at":"2026-07-24T03:21:46Z","subjects":["low-incidence disabilities","special education","caregiver support","family-school partnerships","caregiver advocacy","self-contained special education","Disability and Equity in Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/990","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Molly Buren, PhD","Terry Jo Smith, PhD","Blanca Gamez-Djokic, PhD"]},{"key":"dc:creator","label":"Author","values":["Davenport, Celia D"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2026-06-02T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Disability and Equity in Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["low-incidence disabilities","special education","caregiver support","family-school partnerships","caregiver advocacy","self-contained special education","Disability and Equity in Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/990"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative dissertation examined how caregivers of students with low-incidence disabilities experienced and interpreted school support within the context of daily family life. Grounded in the social model of disability, the study was designed to explore the nature of meaningful school-based support, the limitations caregivers encountered, and the ways school-family relationships shaped these experiences over time. The overarching research question asked how caregivers of students with low-incidence disabilities perceived the school’s role in supporting their families. A qualitative research design was selected to center caregiver voice and allow for in-depth exploration of lived experience. Data were collected through semi-structured interviews with caregivers and were analyzed using within-case and cross-case thematic analysis to identify recurring patterns across participant narratives. The findings indicated that caregivers experienced school support most positively when it was characterized by trust, empathy, clear communication, advocacy, flexibility, and authentic partnership. Caregivers also described emotional validation and connection with other families as meaningful forms of support. At the same time, participants identified gaps when support was limited to procedural expectations, compliance, or surface-level involvement that did not fully acknowledge the complexity of caregiving. The study concludes that school support was most meaningful when it extended beyond formal responsibilities to include relational, family-centered practices. The findings suggest that schools should strengthen communication, caregiver partnership, and responsive support structures for families.
"]},{"key":"dc:title","label":"Title","values":["Holding Space: How Caregivers Narrate Support, Stress, and School Partnership"]}]}],"canonical_facts":{"dc:contributor":["Molly Buren, PhD","Terry Jo Smith, PhD","Blanca Gamez-Djokic, PhD"],"dc:creator":["Davenport, Celia D"],"dc:date.available":["2026-06-02T07:00:00Z"],"dc:description.abstract":["This qualitative dissertation examined how caregivers of students with low-incidence disabilities experienced and interpreted school support within the context of daily family life. Grounded in the social model of disability, the study was designed to explore the nature of meaningful school-based support, the limitations caregivers encountered, and the ways school-family relationships shaped these experiences over time. The overarching research question asked how caregivers of students with low-incidence disabilities perceived the school’s role in supporting their families. A qualitative research design was selected to center caregiver voice and allow for in-depth exploration of lived experience. Data were collected through semi-structured interviews with caregivers and were analyzed using within-case and cross-case thematic analysis to identify recurring patterns across participant narratives. The findings indicated that caregivers experienced school support most positively when it was characterized by trust, empathy, clear communication, advocacy, flexibility, and authentic partnership. Caregivers also described emotional validation and connection with other families as meaningful forms of support. At the same time, participants identified gaps when support was limited to procedural expectations, compliance, or surface-level involvement that did not fully acknowledge the complexity of caregiving. The study concludes that school support was most meaningful when it extended beyond formal responsibilities to include relational, family-centered practices. The findings suggest that schools should strengthen communication, caregiver partnership, and responsive support structures for families.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/990"],"dc:subject":["low-incidence disabilities","special education","caregiver support","family-school partnerships","caregiver advocacy","self-contained special education","Disability and Equity in Education"],"dc:title":["Holding Space: How Caregivers Narrate Support, Stress, and School Partnership"],"thesis:degree_discipline":["Disability and Equity in Education"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:46Z"}