This narrative inquiry study explored the lived experiences of Connecticut’s certified educators related to implicit bias and student placement. The theory of intersectionality suggests that implicit bias is present within all individuals (Crenshaw, 2017). Thus, there is a natural propensity for implicit bias, specific to ability, among school personnel. The problem to be addressed is the need for a greater understanding of how the natural existence
of implicit bias among certified educators impacts their view of student capabilities and
achievement, thus impacting placement decisions in the classroom. Eight participants completed individual, semi-structured interviews, which were transcribed, re-storied and member checked. Data analysis was completed after the re-storied narratives were manually coded. Three themes emerged from the coded re-storied narratives: (a) challenges in creating an inclusive environment, (b) lack of guidance and training related to the least restrictive environment (LRE) and (c) lack of guidance and training related to implicit bias. Key findings in this study are connected to prior research studies, including a connection to the benefits of inclusion, a lack of skill set or support of from general and special education teachers and a lack of professional development related to least restrictive environment and/or implicit bias. Recommendations from this study include ongoing professional development related to the least restrictive environment and implicit bias, the implementation of common planning time for general and special education teachers, and the implementation of co-teaching models.
","abstract_html":"<p>This narrative inquiry study explored the lived experiences of Connecticut’s certified educators related to implicit bias and student placement. The theory of intersectionality suggests that implicit bias is present within all individuals (Crenshaw, 2017). Thus, there is a natural propensity for implicit bias, specific to ability, among school personnel. The problem to be addressed is the need for a greater understanding of how the natural existence</p> <p>of implicit bias among certified educators impacts their view of student capabilities and</p> <p>achievement, thus impacting placement decisions in the classroom. Eight participants completed individual, semi-structured interviews, which were transcribed, re-storied and member checked. Data analysis was completed after the re-storied narratives were manually coded. Three themes emerged from the coded re-storied narratives: (a) challenges in creating an inclusive environment, (b) lack of guidance and training related to the least restrictive environment (LRE) and (c) lack of guidance and training related to implicit bias. Key findings in this study are connected to prior research studies, including a connection to the benefits of inclusion, a lack of skill set or support of from general and special education teachers and a lack of professional development related to least restrictive environment and/or implicit bias. Recommendations from this study include ongoing professional development related to the least restrictive environment and implicit bias, the implementation of common planning time for general and special education teachers, and the implementation of co-teaching models.</p>","abstract_has_math":false,"creators":["Papallo, Christen"],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Donavon P. Soumas","Bryan Corbin"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":null,"date_issued":"","date_published":null,"updated_at":"2026-07-24T05:21:42Z","subjects":["General education","implicit bias","least restrictive environment","professional development","special education","Disability and Equity in Education","Education","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/edu_diss/43","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Donavon P. Soumas","Bryan Corbin"]},{"key":"dc:creator","label":"Author","values":["Papallo, Christen"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["General education","implicit bias","least restrictive environment","professional development","special education","Disability and Equity in Education","Education","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/edu_diss/43"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This narrative inquiry study explored the lived experiences of Connecticut’s certified educators related to implicit bias and student placement. The theory of intersectionality suggests that implicit bias is present within all individuals (Crenshaw, 2017). Thus, there is a natural propensity for implicit bias, specific to ability, among school personnel. The problem to be addressed is the need for a greater understanding of how the natural existence
of implicit bias among certified educators impacts their view of student capabilities and
achievement, thus impacting placement decisions in the classroom. Eight participants completed individual, semi-structured interviews, which were transcribed, re-storied and member checked. Data analysis was completed after the re-storied narratives were manually coded. Three themes emerged from the coded re-storied narratives: (a) challenges in creating an inclusive environment, (b) lack of guidance and training related to the least restrictive environment (LRE) and (c) lack of guidance and training related to implicit bias. Key findings in this study are connected to prior research studies, including a connection to the benefits of inclusion, a lack of skill set or support of from general and special education teachers and a lack of professional development related to least restrictive environment and/or implicit bias. Recommendations from this study include ongoing professional development related to the least restrictive environment and implicit bias, the implementation of common planning time for general and special education teachers, and the implementation of co-teaching models.
"]},{"key":"dc:title","label":"Title","values":["Implicit Bias And Least Restrictive Environment: Perceptions Of Certified Educators"]}]}],"canonical_facts":{"dc:contributor":["Donavon P. Soumas","Bryan Corbin"],"dc:creator":["Papallo, Christen"],"dc:description.abstract":["This narrative inquiry study explored the lived experiences of Connecticut’s certified educators related to implicit bias and student placement. The theory of intersectionality suggests that implicit bias is present within all individuals (Crenshaw, 2017). Thus, there is a natural propensity for implicit bias, specific to ability, among school personnel. The problem to be addressed is the need for a greater understanding of how the natural existence
of implicit bias among certified educators impacts their view of student capabilities and
achievement, thus impacting placement decisions in the classroom. Eight participants completed individual, semi-structured interviews, which were transcribed, re-storied and member checked. Data analysis was completed after the re-storied narratives were manually coded. Three themes emerged from the coded re-storied narratives: (a) challenges in creating an inclusive environment, (b) lack of guidance and training related to the least restrictive environment (LRE) and (c) lack of guidance and training related to implicit bias. Key findings in this study are connected to prior research studies, including a connection to the benefits of inclusion, a lack of skill set or support of from general and special education teachers and a lack of professional development related to least restrictive environment and/or implicit bias. Recommendations from this study include ongoing professional development related to the least restrictive environment and implicit bias, the implementation of common planning time for general and special education teachers, and the implementation of co-teaching models.
"],"dc:identifier":["https://dune.une.edu/edu_diss/43"],"dc:subject":["General education","implicit bias","least restrictive environment","professional development","special education","Disability and Equity in Education","Education","Special Education and Teaching"],"dc:title":["Implicit Bias And Least Restrictive Environment: Perceptions Of Certified Educators"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T05:21:42Z"}