Finding a voice: a narrative inquiry into student experiences in special education
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Abstract
Throughout the history of special education in the United States, there have been systemic power imbalances that tilt toward the adults in charge – silencing students’ voices and stealing their opportunities in the educational process. This narrative inquiry study sought to explore the lived experiences of students with learning disabilities, focusing on their use of voice within special education settings. Specifically, the study examined their involvement in developing their Individualized Education Plans (IEPs) and the barriers that restrict self-advocacy. When students turn 18, they become their own legal educational advocate. For some, this can occur while they are still in high school, highlighting the need for a strong student voice within the IEP process. Students with disabilities can navigate using their voices to advocate for their educational needs with proper tools and supports in place. Participants, all over the age of 18, were recruited through criterion and snowball sampling via social media and electronic communication across several Midwestern states. They shared their experiences through a mixed-method approach involving surveys, in-depth interviews, and journal reflection prompts. The central research question guiding this study was: What are the stories (secret, sacred, and cover) that students in special education narrate about using their voices in their educational experiences? Findings are framed through the metaphor of "Mount Spededemic," introduced in the study’s theoretical framework, to illustrate what conditions must exist for students with disabilities to ascend toward meaningful self-advocacy. The implications extend beyond special education, offering insight into how educational systems can better support all students in developing their advocacy skills.
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Introduction -- Review of literature -- Methodology -- Results -- Conclusion
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Ed.D. (Doctor of Education)