This dissertation explores the lived experiences of disabled students in inclusive classrooms, with a focus on those participating in extensive support needs (ESN) programs. Intentionally inclusive of students who communicate through diverse methods, including augmentative and alternative communication devices, picture exchange communication systems, American Sign Language, and other nonspoken forms, this phenomenological case study centers the perspectives of students in one middle school’s ESN program through mobile interviews and reflective document analysis. Student perspectives are triangulated through surveys reflecting the perspectives of parents, guardians, and school staff. Grounded in disability studies in education, this study challenges deficit-based approaches to inclusive education, emphasizing the importance of disabled voices in shaping their own educational experiences. By addressing harm perpetuated by the medical model of disability, infantilization, invisibility, and stigma, this project seeks to advance equity and disability justice within the field of education. Findings highlight both the potential and challenges of inclusive education for students with ESN, emphasizing the importance of peer relationships, sensory environments, and staff attitudes, training, and ratios. This research contributes to the field by identifying gaps in current practices while providing a foundation for future efforts to more fully include disabled stakeholders in conversations about their education. Through this exploration, this project advocates for a reimagined approach to inclusive education, one that is truly by and for disabled students, ensuring their rights, voices, and experiences are at the forefront of educational reform.
","abstract_html":"<p>This dissertation explores the lived experiences of disabled students in inclusive classrooms, with a focus on those participating in extensive support needs (ESN) programs. Intentionally inclusive of students who communicate through diverse methods, including augmentative and alternative communication devices, picture exchange communication systems, American Sign Language, and other nonspoken forms, this phenomenological case study centers the perspectives of students in one middle school’s ESN program through mobile interviews and reflective document analysis. Student perspectives are triangulated through surveys reflecting the perspectives of parents, guardians, and school staff. Grounded in disability studies in education, this study challenges deficit-based approaches to inclusive education, emphasizing the importance of disabled voices in shaping their own educational experiences. By addressing harm perpetuated by the medical model of disability, infantilization, invisibility, and stigma, this project seeks to advance equity and disability justice within the field of education. Findings highlight both the potential and challenges of inclusive education for students with ESN, emphasizing the importance of peer relationships, sensory environments, and staff attitudes, training, and ratios. This research contributes to the field by identifying gaps in current practices while providing a foundation for future efforts to more fully include disabled stakeholders in conversations about their education. Through this exploration, this project advocates for a reimagined approach to inclusive education, one that is truly by and for disabled students, ensuring their rights, voices, and experiences are at the forefront of educational reform.</p>","abstract_has_math":false,"creators":["Mizel, Tanner"],"institution":null,"degree_name":"PhD Education for Social Justice","degree_level":"Dissertation: Open Access","degree_discipline":"Learning and Teaching","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-03-10T07:00:00Z","date_published":"2025-03-10T07:00:00Z","updated_at":"2026-07-24T05:41:20Z","subjects":["inclusive education","disability studies","extensive support needs","Accessibility","Disability and Equity in Education","Educational Assessment, Evaluation, and Research","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digital.sandiego.edu/dissertations/1041","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Mizel, Tanner"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2025-03-13T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Learning and Teaching"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation: Open Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["PhD Education for Social Justice"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["inclusive education","disability studies","extensive support needs","Accessibility","Disability and Equity in Education","Educational Assessment, Evaluation, and Research","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digital.sandiego.edu/dissertations/1041"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This dissertation explores the lived experiences of disabled students in inclusive classrooms, with a focus on those participating in extensive support needs (ESN) programs. Intentionally inclusive of students who communicate through diverse methods, including augmentative and alternative communication devices, picture exchange communication systems, American Sign Language, and other nonspoken forms, this phenomenological case study centers the perspectives of students in one middle school’s ESN program through mobile interviews and reflective document analysis. Student perspectives are triangulated through surveys reflecting the perspectives of parents, guardians, and school staff. Grounded in disability studies in education, this study challenges deficit-based approaches to inclusive education, emphasizing the importance of disabled voices in shaping their own educational experiences. By addressing harm perpetuated by the medical model of disability, infantilization, invisibility, and stigma, this project seeks to advance equity and disability justice within the field of education. Findings highlight both the potential and challenges of inclusive education for students with ESN, emphasizing the importance of peer relationships, sensory environments, and staff attitudes, training, and ratios. This research contributes to the field by identifying gaps in current practices while providing a foundation for future efforts to more fully include disabled stakeholders in conversations about their education. Through this exploration, this project advocates for a reimagined approach to inclusive education, one that is truly by and for disabled students, ensuring their rights, voices, and experiences are at the forefront of educational reform.
"]},{"key":"dc:title","label":"Title","values":["The Lived Experiences of Disabled Students in Inclusive Classrooms"]}]}],"canonical_facts":{"dc:creator":["Mizel, Tanner"],"dc:date.available":["2025-03-13T07:00:00Z"],"dc:description.abstract":["This dissertation explores the lived experiences of disabled students in inclusive classrooms, with a focus on those participating in extensive support needs (ESN) programs. Intentionally inclusive of students who communicate through diverse methods, including augmentative and alternative communication devices, picture exchange communication systems, American Sign Language, and other nonspoken forms, this phenomenological case study centers the perspectives of students in one middle school’s ESN program through mobile interviews and reflective document analysis. Student perspectives are triangulated through surveys reflecting the perspectives of parents, guardians, and school staff. Grounded in disability studies in education, this study challenges deficit-based approaches to inclusive education, emphasizing the importance of disabled voices in shaping their own educational experiences. By addressing harm perpetuated by the medical model of disability, infantilization, invisibility, and stigma, this project seeks to advance equity and disability justice within the field of education. Findings highlight both the potential and challenges of inclusive education for students with ESN, emphasizing the importance of peer relationships, sensory environments, and staff attitudes, training, and ratios. This research contributes to the field by identifying gaps in current practices while providing a foundation for future efforts to more fully include disabled stakeholders in conversations about their education. Through this exploration, this project advocates for a reimagined approach to inclusive education, one that is truly by and for disabled students, ensuring their rights, voices, and experiences are at the forefront of educational reform.
"],"dc:identifier":["https://digital.sandiego.edu/dissertations/1041"],"dc:subject":["inclusive education","disability studies","extensive support needs","Accessibility","Disability and Equity in Education","Educational Assessment, Evaluation, and Research","Special Education and Teaching"],"dc:title":["The Lived Experiences of Disabled Students in Inclusive Classrooms"],"thesis:degree_discipline":["Learning and Teaching"],"thesis:degree_level":["Dissertation: Open Access"],"thesis:degree_name":["PhD Education for Social Justice"]},"updated_at":"2026-07-24T05:41:20Z"}