K-12 educators in the U.S. are woefully unprepared to meaningfully engage with students and their families from multiply marginalized communities. In addition, current educational research and praxis continue to perpetuate prescriptive notions of family involvement and engagement that center white, middle-class practices and marginalize students and families with markers of difference. To create and sustain the conditions needed to disrupt educational inequities, K–12 educators must deeply understand their own intersecting sociocultural identities, those of other educators, as well as of their students to create effective environments for learners across all markers of diversity and to foster equitable engagement practices with families and students. This dissertation research aims to address these inequities through teacher education using an intersectional conscious collaboration protocol for educator preparation (ICC-EP) and researcher-developed teaching modules as an instructional tool with pre-service teachers (PSTs). The ICC Protocol and associated modules are grounded in intersectional competence and the Black feminist framework of intersectionality coupled with collaboration and coteaching. This research examines how the ICC-EP and learning modules shaped PSTs’ intersectional competence, supported collaborative inclusive and special educational practices, and enhanced the potential to equitably engage multiply marginalized families. This multimethod case study utilizes ICC-EP modules, assignments, teacher education course material, and surveys as data throughout a semester-long university course centered on family engagement. Using an iterative coding process, the researcher employed Mezirow’s 10-phase transformative learning theory throughout the deductive coding process alongside thematic analyses to understand PSTs’ course experiences. In addition, quantitative transformative learning survey data is used to further understand the extent of PSTs’ views of transformative learning processes and outcomes. Research findings indicated that the ICC-EP assignments, learning modules, and course material strengthened the development of PSTs’ intersectional competence and shaped their teaching practices and approaches. Data analyses also demonstrated PSTs’ beliefs and practices regarding family engagement were transformed beyond prescriptive notions of parent involvement that further extended family-school partnerships and considerations of differing sociocultural identities and practices. These findings indicate the need for continued teacher education curriculum that is grounded in intersectionality and guided by research-based tools to adequately prepare PSTs to address systemic inequities.

The planning and implementation of effective transition services for students with Autism Spectrum Disorder (ASD) have emerged as crucial aspects of middle school special education. This action research study examines the impact of professional development and collaborative practices on improving transition services for middle school students with ASD in a kindergarten through high school unified school district situated in various unincorporated areas of Maricopa County, Arizona. Five middle school special education teachers working with students in grades seven and eight were participants in this study. Employing a mixed methods approach, this study sought to assess the knowledge gained and perceptions of these educators concerning transition planning and implementation. The innovation involved equipping the participants with two professional development modules developed by the Transition Coalition. These modules were designed to emphasize best practices in transition planning and transition assessment. Additionally, participants were encouraged to engage in collaborative efforts through communities of practice (COPs), fostering interaction with district departments, external agencies, and fellow special education staff. The aim of this collaborative endeavor was to enhance their ability to prepare students for the transition from middle school to high school and ultimately adulthood. The findings of this study underscore the critical need for ongoing professional development for middle school teachers to augment their knowledge base and implementation of transition services for students with ASD. Improved readiness for the high school transition and the path to adulthood is a direct outcome of such professional development. Moreover, this research underscores the significance of COPs in facilitating collaboration among special education teachers, both within peer networks and across departments, leading to improved outcomes for students with ASD. This study contributes to the body of knowledge in special education by highlighting effective strategies for enhancing transition services and advocating for the continual professional development and collaborative efforts of educators to better serve students with ASD during this pivotal phase of their education.

In the field of visual disabilities, students who have visual impairments in addition to other disabilities receive limited amounts of direct service time from a teacher of students who are visually impaired (TVI), leaving most of their education in the hands of special education teachers and paraprofessionals. These professionals can support their students with visual impairments; they just require additional support and training to better understand the unique needs of this population and the teaching strategies that are most effective for these learners. This action research study used a mixed method multiple baselines across participants methodology to first determine if the Teaching Skills Training Program (Parsons et al., 1993) is an effective strategy for training paraprofessionals on the targeted teaching strategy of hand under hand instruction. It then examined student behavioral responses to add to the literature base on the effectiveness of the hand under hand strategy when working with students who are visually impaired. Participants were recruited from three separate classrooms within a level D placement option for students with developmental disabilities, including one paraprofessional and one student from each classroom. The results indicate that the training protocol was effective, with each paraprofessional reaching close to 100% success in implementing hand under hand, acceptability of both the training method and teaching strategy, and improved student performance on all variables. The study suggests possible benefits of regular use of the training methodology when training paraprofessionals, and increased use of the hand under hand strategy within the local context.

The Model Classroom Initiative (MCI) was conceptualized to improve learning and IEP goal attainment while decreasing maladaptive behaviors in specialized instructional program classrooms. The MCI Coaching Model was utilized to assist teachers with the implementation of MCI components in three specialized instructional program classrooms, all of which served students with autism and developmental delays. Data were collected using Innovations Configuration Maps, observations, coaching, surveys, classroom data, and interviews and were analyzed using a mixed methods approach. Results indicate that the MCI coaching sessions increased participant teachers’ feelings of support and being heard and slightly decreased stress, increased the implementation of the chosen components for two of the three teachers, increased the knowledge of and confidence in the MCI components, and increased the teachers’ perception that the coaching helped to increase the students’ academic, behavioral, and Individual Education Plan (IEP) goal progress.

For decades, there has been a concerted effort to support the transition of first-generation students from high school into higher education, yet there is a continued troubling gap in the number of first-generation students attending college who attain success once enrolled. This disparity is particularly pronounced among low-income students of color. This study illustrates how action research can be used to analyze a program that aims to assist students and their parents in navigating the American higher education system. Participants included (N=20) twelfth grade, first-generation, Latino, students and their parents (N=20) in rural Yuma County, Arizona, a geographically isolated area which is a three-hour drive from the nearest metropolitan city. Mixed methods were utilized to examine the impact of the American Dream Academy on self-efficacy in cultivating a college-going culture among first-generation, Latino students. Since parents play a significant role in the academic success of students, this program also sought to bolster the self-efficacy of the parents of the twelfth-grade student participants. A concerted effort was made to bring the American Dream Academy to the San Luis High School, Arizona Western College, and Arizona State University. The Academy’s curriculum included eight sessions that covered college-going topics that were collectively facilitated by university, college and high school faculty. Outcomes of this study indicate the need to support first-generation Latino students and their parents to foster college readiness and increase college access. Additionally, this study highlights how increasing the self-efficacy of students and parents can positively shift self-perceptions and sense of belonging among first-generation college students.

A mixed methods action research study was designed to answer three research questions based on inter-rater reliability (IRR) in compliance calls for transition at a state education agency, perceived confidence levels in making and discussing compliance calls, and perceived confidence in sharing transition resources. An innovation based on andragogy and frame of reference training (FOR) was designed and implemented with twelve participants to answer these questions. To measure the effects of the innovation, participants completed a pre-and post-innovation review of five student files, analyzing the IRR for the group as compared with a gold standard (GS) both before and after the innovation. Additionally, a smaller group sample for the same five files post-innovation was collected to compare group results for IRR with the GS to the combined individual results. A retrospective survey was also utilized in which participants rated their confidence in each component pre- and post-innovation. Based upon analyses of these data, several key findings were identified. Higher inter-rater reliability was noted when participants reviewed files within small groups and in the area of annual Individualized Education Program (IEP) goals aligned with measurable post-secondary goals. Lower IRR was reported in nuanced files, files for students with low-incidence disabilities, and files with more instances of non-compliance. Results indicated that participant confidence in making and discussing transition files in the field improved post-innovation. Lastly, participants indicated higher confidence in sharing best practices in transition with the field post-innovation. Implications for this research include training suggestions, additional practice with low-incidence and nuanced files at the state agency, and group review of files in other state monitoring systems.

This study examined the shared understanding between principals and special education teachers (SETs) regarding the instructional practices and components essential for special education teacher evaluations. Shared mental models and Cultural Consensus Theory (CCT) guided the methodology. Cultural Domain Analysis (CDA), Cultural Consensus Analysis (CCA), and Discourse Analysis provided the structure for data collection and analysis. Findings suggest that principals and SETs share consensus about how evaluation items are grouped yet differ in their understanding of how items are grouped overall. Principals tended to group items into two main topic areas: evaluation items applicable to all teachers and special education-specific themes. SETs tended to group items into three topic areas including (a) working in classrooms; (b) working with other adults; and (c) compliance-related activities. An existing pre-conference observation checklist was enhanced based on these results and was shared with one former principal, one SET, and one special education director. The SET focused on the importance of student agency, the former principal focused on high expectations for teachers, and the special education director focused on high expectations for SETs and the field of special education in general.

Given the increasing number of students with dis/abilities entering higher education institutions (HEI), it is imperative higher education faculty have the knowledge, skills, and disposition to effectively support students with dis/abilities. Therefore, this study engaged higher education faculty at Mary Lou Fulton Teachers College (MLFTC) at Arizona State University (ASU). ASU is an institution that prides itself on being inclusive. Accordingly, MLFTC enrolls many students with a dis/ability. In spring of 2022, more than 350 MLFTC students had disclosed their dis/ability and registered for accommodations. However, there were likely many more students attending MLFTC who had chosen not to disclose their dis/ability status. Consequently, faculty members need a proactive approach to meeting the needs of students with a wide range of knowledge, skills, and experiences including students with dis/abilities.Universal Design for Learning (UDL) offers an effective framework to proactively support students with dis/abilities, even if they choose not to disclose their dis/ability status. Faculty need professional development and collaboration opportunities to develop to integrate inclusive instructional strategies aligned to UDL. This study was designed to provide higher education faculty members opportunities to develop their skills to integrate UDL in their classrooms. The participants completed three asynchronous online modules about the principles of UDL and three Innovation Configuration (IC) map design sessions. During the IC map design sessions, they co-developed an IC map articulating how they would like to see UDL operationalized in their courses. Data was collected throughout the project through a pre/post inventory, transcripts of the IC map design sessions, interviews, a classroom observation, and the co-developed IC map. The results show that faculty collaboration likely has a positive impact on faculty integrating instructional strategies aligned to UDL. However, collaboration may have a limited impact on the underlying belief system faculty have about the use of inclusive practices, especially for students who do not have a dis/ability or have chosen not to disclose their dis/ability through official university channels.

There has been a sharp increase in mental health support for children in response to the COVID-19 pandemic, with a growing demand for school-based mental health services due to gaps in the US youth mental health infrastructure. This dissertation presents an action research study conducted in a Title I middle school in Arizona, exploring a school psychologist-led training program for special education teachers working with students with intellectual and developmental disabilities (IDD) who have experienced trauma. Using a mixed-methods approach, this research combined qualitative and quantitative analyses to investigate how and to what extent participating in the Road to Recovery Toolkit facilitated special education teachers' knowledge and inclusion of trauma-informed care. Qualitative data were gathered through in-depth post-training participant interviews and weekly participant reflections and quantitative analysis looked at pre- and post-training questionnaires. Findings uncovered improvements in participants’ awareness and knowledge, highlighting the program's success in enhancing educators' understanding of mental health. Findings also underscored the need to address educator comfort levels and perceived barriers in providing mental health support effectively. This research contributes to the existing literature by providing a comprehensive exploration of trauma-informed care training and implementation for special education teachers working with students with IDD. It underscores the transformative potential of tailored training programs in equipping educators with the skills necessary to support students with IDD who have experienced trauma. The findings offer insights for educators, administrators, and policymakers seeking to cultivate learning environments prioritizing inclusive student mental health.

Despite the increasing number of elementary and secondary school students with language and learning disabilities and federal laws mandating ongoing collaboration among diverse school professionals, the implementation and maintenance of Interprofessional Collaborative Practices (ICP) and classroom-based therapy services among teachers and speech-language pathologists (SLPs) is low. Teachers and SLPs need training to implement and maintain ICP and classroom-based therapy services. An interprofessional community of practice (ICoP) framework was developed to operationalize ICP competencies into measurable knowledge, skills, attitudes, and practice behaviors. These were incorporated into designing, implementing, and assessing the ICoP framework’s activities and outputs. Thus, the purpose of this mixed methods action research study was to examine the impact of the ICoP framework on teacher and SLP participants’ knowledge and self-efficacy of ICP competencies. The study also sought to build participants’ capacity to implement and maintain classroom-based therapy services for students with language and literacy impairments in an inclusive classroom setting. Participants included four general education teachers, five special education teachers, and three SLPs in a K-8 public school district in the southwest region of Arizona. Inferential statistics and thematic analysis were used to analyze participants’ responses to surveys, semi-structured interviews, and logbook entries before and after the eight-week innovation. Results from the data analysis showed that teachers and SLPs demonstrated a significant increase in knowledge and self-efficacy of ICP.