51³Ô¹Ï

Topic

Skylar Armstrong

Department of Educational Psychology and Leadership Studies

Date & location

• Thursday, July 17, 2025

• 10:00 A.M.

• Virtual Defence

Reviewers

Supervisory Committee

• Dr. Rose Vukovic, Department of Educational Psychology and Leadership Studies, 51³Ô¹Ï (Co-Supervisor)

• Dr. Breanna Lawrence, Department of Educational Psychology and Leadership Studies, UVic (Co-Supervisor) 

External Examiner

• Dr. Shemine Gulamhusein, School of Child and Youth Care, 51³Ô¹Ï 

Chair of Oral Examination

• Dr. Annalee Lepp, Department of Gender Studies, UVic

   

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, K 12 studies often prioritize perspectives of adults, 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.