04/27/2021
By Robin Hall

The College of Education invites you to attend a dissertation proposal by Maria Bonfiglio on “Examining the Self-Concept of Students with Disabilities: Qualitative Interviews Across Massachusetts Public School Districts.”

Date: Tuesday May 11, 2021
Time: 10 a.m. EST
Location: This will be a virtual dissertation proposal via Zoom. Those interested in attending should email James_Nehring@uml.edu at least 24 hours prior to the defense to request access to the meeting.

Dissertation Chair: James Nehring, Ed.D., Professor, College of Education, University of Massachusetts Lowell

Dissertation Committee:

  • Jack Schneider, Ph.D., Assistant Professor, College of Education, University of Massachusetts Lowell
  • Hilary Lustick, Ph.D., Assistant Professor, College of Education, University of Massachusetts Lowell

Abstract:

Forty-five years after the Education for All Handicapped Children Act initially provided children with disabilities access to public schooling, more than half of children with disabilities spend the majority of their day in the general education classroom. They are perceived to be the success stories of the inclusionary model. Yet, the presence of institutionalized ableism calls into question the equity of public, inclusive elementary school environments for students with disabilities who may be receiving implicit messages that their abilities are inherently lesser than non-disabled students. Additionally, standardized testing has led to increased expectations and high curriculum standards in inclusive environments, likely perpetuating ableist beliefs that reinforce feelings of inadequacy for students with disabilities. Limited research has focused upon the self-concept of students with disabilities in inclusive settings. While quantitative research has provided insight into the self-concept of students with disabilities, we know significantly less about how students with disabilities view themselves in their own words, necessitating further investigation in this area. The guiding research question of this dissertation prospectus is: What are the academic self-concepts of elementary school students with disabilities in inclusive environments across high, middle, and low performing districts as measured by performance on statewide assessments during the current measurement and accountability climate? To answer the guiding research question, the study employs semi-structured qualitative interviews to obtain insight into the academic self-concept of these students with and without disabilities in high, middle, and low achieving school districts according to statewide assessments across Massachusetts.