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dc.contributor.authorReilly, Ellen Thereseen_US
dc.date.accessioned2015-01-09T09:00:07Z
dc.date.available2015-01-09T09:00:07Z
dc.date.issued2015-01-08en_US
dc.identifier.othervt_gsexam:4076en_US
dc.identifier.urihttp://hdl.handle.net/10919/51177
dc.description.abstractThis phenomenological case study examines the journey of one female with multiple disabilities and how she achieved success in school against difficult odds. It relies on an overview of the disability movement, related legislation from the 1960s to present, and compares the theoretical models of disability. This framework of historical, political, medical, social, and ableist approaches to disability sets the stage for the study which relies on extensive open-ended interviews, a document review, audio recording of an Individual Education Program (IEP) meeting, and a researcher journal to elucidate the role of ableism in education. Data sources for the research included interviews with the student, her family, and her teacher/tutor, as well as a review of her individualized education plans and medical notes. A research journal that draws on the author's 15 years of experience as her interpreter and as a family friend was also used. The research begins with an examination of the disability rights movement which has led to disabled people moving into mainstream society. An explanation of how the effect of ableism in schools impacts students with disabilities is provided. The relevant legislative acts and policies in education are reviewed to explain how they were established to assist students with disabilities to become financially and socially independent after graduation from high school. Finally, this dissertation will introduce ways educators can effectively end an ableist attitude toward students with disabilities in order to assist students with disabilities obtain greater opportunities after graduation from high school.en_US
dc.format.mediumETDen_US
dc.publisherVirginia Techen_US
dc.rightsThis Item is protected by copyright and/or related rights. Some uses of this Item may be deemed fair and permitted by law even without permission from the rights holder(s), or the rights holder(s) may have licensed the work for use under certain conditions. For other uses you need to obtain permission from the rights holder(s).en_US
dc.subjectableismen_US
dc.subjectstudent with multiple disabilitiesen_US
dc.subjectdeafen_US
dc.subjecteducationen_US
dc.subjectspecial educationen_US
dc.titleAbleism in Education: A Case Study of a Student with Multiple Disabilitiesen_US
dc.typeDissertationen_US
dc.contributor.departmentEducational Leadership and Policy Studiesen_US
dc.description.degreeEDDen_US
thesis.degree.nameEDDen_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineEducational Leadership and Policy Studiesen_US
dc.contributor.committeechairPatrizio, Kami Men_US
dc.contributor.committeememberMallory, Walter Den_US
dc.contributor.committeememberFloyd, Carlynen_US
dc.contributor.committeememberGlenn, William Josephen_US


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