Exploring the experiences of students with disabilities in educational spaces
Date
2025
Authors
Armstrong, Skylar
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Abstract
There is an emerging body of research that is prioritizing the voices of students with disabilities at the post-secondary level, this is often missing in K-12 contexts, in order for educational environments to fully reflect the lived-experiences of students with disabilities, we need to hear directly from students with disabilities themselves. While university-level research centers the voices of disabled students and highlights the importance of belonging and peer relationships, K12 studies often prioritize perspectives of sdults, emphasizing advocacy and support. The purpose of this study was to explore the K-12 educational lived-experiences of students with disabilities. In using narrative inquiry, and open-ended interviews, student voices were centered. Participants included five adults, aged 20-30, who self-identified as having a disability and who had experience in special education from K-12. Five themes emerged from the narrative interviews: (1) Lack of a sense of belonging, (2) Learning life lessons earlier than peers, (3) Support systems, (4) Impact of Special Education Services, and (5) Times of transition. Narrative interviews allowed for a richness and depth in the findings. These findings can be used as a starting point for lived experience to inform special-education policy and practice.