{"id":{"repo_id":"umkc","oai_identifier":"oai:mospace.umsystem.edu:10355/112316"},"canonical_url":"https://search.dev.ndltd.org/etd/umkc/oai:mospace.umsystem.edu:10355/112316","repository":{"repo_id":"umkc","name":"University of Missouri - Kansas City","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"The power of 'student voice' in examining the motivation and engagement of high schools seniors with disabilities","abstract":"The inclusion of student voice has been connected to increased engagement in learning and improved academic performance. However, student voice remains limited in educational decision making across the United States, with even greater gaps for students with disabilities. This multiple case study used thematic, within-case, and cross-case analyses to examine the strategies high school seniors with mental impairments at a suburban Midwestern school district use to stay engaged in their learning and motivated to succeed. The study was guided by two central research questions: (1) What strategies do high school seniors with mental impairments identify as contributing to their engagement in school? (2) What strategies do high school seniors with mental impairments identify as contributing to their motivation toward academic success? The findings espoused the reviewed literature and reflected that supportive learning environments, including strong relationships with adults and peers, play a critical role in promoting academic success. Additionally, inclusive school climates that foster student ownership and accountability, while providing individualized supports, further engagement and motivation. Implications for educators and recommendations for further research are discussed.","abstract_html":"The inclusion of student voice has been connected to increased engagement in learning and improved academic performance. However, student voice remains limited in educational decision making across the United States, with even greater gaps for students with disabilities. This multiple case study used thematic, within-case, and cross-case analyses to examine the strategies high school seniors with mental impairments at a suburban Midwestern school district use to stay engaged in their learning and motivated to succeed. The study was guided by two central research questions: (1) What strategies do high school seniors with mental impairments identify as contributing to their engagement in school? (2) What strategies do high school seniors with mental impairments identify as contributing to their motivation toward academic success? The findings espoused the reviewed literature and reflected that supportive learning environments, including strong relationships with adults and peers, play a critical role in promoting academic success. Additionally, inclusive school climates that foster student ownership and accountability, while providing individualized supports, further engagement and motivation. Implications for educators and recommendations for further research are discussed.","abstract_has_math":false,"creators":["Swenson, Sonya M."],"institution":"University of Missouri--Kansas City","degree_name":"Ed.D. (Doctor of Education)","degree_level":"Doctoral","degree_discipline":"Education (UMKC)","degree_department":null,"school":null,"contributors":[],"advisors":["Davis, Donna M. (Donna Marie)","McCarther, Shirley Marie"],"committee_chairs":[],"committee_members":[],"year":2026,"date_issued":"2026","date_published":"2026","updated_at":"2026-07-24T05:19:02Z","subjects":[],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10355/112316","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Davis, Donna M. 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The findings espoused the reviewed literature and reflected that supportive learning environments, including strong relationships with adults and peers, play a critical role in promoting academic success. Additionally, inclusive school climates that foster student ownership and accountability, while providing individualized supports, further engagement and motivation. Implications for educators and recommendations for further research are discussed."]},{"key":"dc:title","label":"Title","values":["The power of 'student voice' in examining the motivation and engagement of high schools seniors with disabilities"]}]}],"canonical_facts":{"dc:contributor.advisor":["Davis, Donna M. (Donna Marie)","McCarther, Shirley Marie"],"dc:creator":["Swenson, Sonya M."],"dc:date.accessioned":["2026-06-22T19:11:42Z"],"dc:date.available":["2026-06-22T19:11:42Z"],"dc:date.issued":["2026"],"dc:description":["Title from PDF of title page, viewed June 24, 2026","Dissertation advisors: Donna M. Davis and S. 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(2) What strategies do high school seniors with mental impairments identify as contributing to their motivation toward academic success? The findings espoused the reviewed literature and reflected that supportive learning environments, including strong relationships with adults and peers, play a critical role in promoting academic success. Additionally, inclusive school climates that foster student ownership and accountability, while providing individualized supports, further engagement and motivation. Implications for educators and recommendations for further research are discussed."],"dc:identifier.uri":["https://hdl.handle.net/10355/112316"],"dc:language.iso":["en_US"],"dc:title":["The power of 'student voice' in examining the motivation and engagement of high schools seniors with disabilities"],"dc:type":["Thesis"],"thesis:degree_discipline":["Education (UMKC)"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ed.D. 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