Date of Award

8-31-2026

Document Type

Open Access Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education/Higher Education PhD

First Advisor

Patricia Krueger-Henney

Abstract

This qualitative study presents the lived experiences of 10 racialized teens with dis/abilities who received special education services in the Boston Public Schools during state intervention. As a youth participatory action research collective, the young people in the study’s Youth with Dis/Abilities Research Group explored issues of inclusion and exclusion, ableism, racism, and safety at school. The project was framed by dis/ability critical race studies, incorporating aspects of critical race theory and disability studies in education. Based on stories expressed through free-writes, poetry, drawings, interviews, and group conversations, the racialized teens with dis/abilities shared negative school experiences overall. Though most took classes in inclusive settings, they did not feel included. While the young people in the study saw their individualized education programs as mostly positive and potentially helpful, they still disliked school and felt that no one could or would do enough to help them. The research results point to inclusion as a community aspiration and an ongoing action. As the findings make clear, to advance the continuous effort to build inclusive schools, researchers, policymakers, and educators must support students of color and students with dis/abilities as they take the lead in creating the schools they deserve.

Comments

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