{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/120304"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/120304","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"How well we know ourselves: Teachers’ identification of ableist microaggressions","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-09-01 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-09-01 without embargo terms","abstract_has_math":false,"creators":["Gahris, Markie"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Pak, Yoon","Huang, David","Kang, Hyun","Ward Hood, Denice"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-05","date_published":"2023-05","updated_at":"2026-07-22T22:24:57Z","subjects":["Disability","Special Education","Students With Disabilities","Ableism","Ableist","Microaggressions","Ableist Microaggressions","Implicit Bias","Sense-making"],"languages":["en","eng"],"rights":["Copyright 2023 Markie Gahris"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/120304","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Pak, Yoon","Huang, David","Kang, Hyun","Ward Hood, Denice"]},{"key":"dc:creator","label":"Author","values":["Gahris, Markie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2023-05","2023-04-23"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Disability","Special Education","Students With Disabilities","Ableism","Ableist","Microaggressions","Ableist Microaggressions","Implicit Bias","Sense-making"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2023 Markie Gahris"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/120304"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-09-01 without embargo terms","The student, Markie Gahris, accepted the attached license on 2023-04-21 at 09:23.","The student, Markie Gahris, submitted this Dissertation for approval on 2023-04-21 at 09:42.","This Dissertation was approved for publication on 2023-04-23 at 10:44.","DSpace SAF Submission Ingestion Package generated from Vireo submission #19085 on 2023-09-01 at 17:09:16","This research examines teachers’ views of students with disabilities and level of awareness of ableist microaggressions. Ableist microaggressions are occurring in K-12 school settings toward students with disabilities and can have significant negative impacts on student self-esteem, behavior and academic performance. The current study seeks to understand what factors, such as personal or professional experience with individuals with disabilities or professional training working with students with disabilities, may influence teachers’ sense-making of students with disabilities leading to treatment of students with disabilities. This study used a mixed-method survey approach to answer these research questions. The survey consisted of a combination of closed-ended demographic questions and open-ended demographic questions as well as quantitative and qualitative responses to scenario questions depicting various types of ableist microaggressions. Participants in this study were K-12 educators from a large public school district in southwest Ohio. Statistical data analysis revealed a statistically significant relationship between having professional training and experience working with students with disabilities and higher levels of awareness of ableist microaggressions. Coding procedures used to analyze qualitative data revealed that many educators are unaware and unfamiliar with the term ableist microaggressions and tend to define disability from a medical model. Results from this study indicate that more training on the topic of ableist microaggressions, and microaggressions in general, is needed in the K-12 education setting. Educators are lacking quality professional development and experiences on the topic of students with disabilities. They are also working within an education system that forces deficit thinking when it comes to struggling learners."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["How well we know ourselves: Teachers’ identification of ableist microaggressions"]}]}],"canonical_facts":{"dc:contributor":["Pak, Yoon","Huang, David","Kang, Hyun","Ward Hood, Denice"],"dc:creator":["Gahris, Markie"],"dc:date":["2023-05","2023-04-23"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-09-01 without embargo terms","The student, Markie Gahris, accepted the attached license on 2023-04-21 at 09:23.","The student, Markie Gahris, submitted this Dissertation for approval on 2023-04-21 at 09:42.","This Dissertation was approved for publication on 2023-04-23 at 10:44.","DSpace SAF Submission Ingestion Package generated from Vireo submission #19085 on 2023-09-01 at 17:09:16","This research examines teachers’ views of students with disabilities and level of awareness of ableist microaggressions. Ableist microaggressions are occurring in K-12 school settings toward students with disabilities and can have significant negative impacts on student self-esteem, behavior and academic performance. 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Coding procedures used to analyze qualitative data revealed that many educators are unaware and unfamiliar with the term ableist microaggressions and tend to define disability from a medical model. Results from this study indicate that more training on the topic of ableist microaggressions, and microaggressions in general, is needed in the K-12 education setting. Educators are lacking quality professional development and experiences on the topic of students with disabilities. They are also working within an education system that forces deficit thinking when it comes to struggling learners."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/120304"],"dc:language":["en","eng"],"dc:rights":["Copyright 2023 Markie Gahris"],"dc:subject":["Disability","Special Education","Students With Disabilities","Ableism","Ableist","Microaggressions","Ableist Microaggressions","Implicit Bias","Sense-making"],"dc:title":["How well we know ourselves: Teachers’ identification of ableist microaggressions"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:57Z"}