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Description / Abstract
School administrators are key components in improving educational experiences for ELL students with disabilities. However, no studies have assessed how administrators perceive equitable school experiences for ELL students with disabilities in the Pacific Northwest. This qualitative study included semistructured interviews with 12 school administrators in the Pacific Northwest to identify perceptions of how administrators distinguish equitable educational experiences for ELL students with disabilities while utilizing a Disability Critical Race Theory lens. Seven themes were identified: The Power of Perception, Effective Teaching and Instructional Strategies, Equity and Inclusive Practices, Barriers to Learning, Complexities of the Identification Process, Appropriate Curriculum, and Creating Success. The study’s implications highlight the transformative role administrators can play in creating equitable educational experiences for ELL students with disabilities by fostering positive perceptions, addressing biases, implementing inclusive practices, and prioritizing effective communication to contribute to a more inclusive, supportive, and successful learning environment for all students.
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This material is used by permission of the rightsholder in accordance with the terms of the relevant content release. As a user, you have permission to use this content and download a copy for non-commercial use only. Downloading multiple quantities of this resource is expressly forbidden.
KeywordsAdministrators, Perspectives, ELL students, Students with disabilities, DisCrit
Degree AwardedDoctor of Philosophy in Educational Leadership
Awarding InstitutionNorthwest Nazarene University
Committee MembersLorie Blackman, Jennifer Cornell
Supervisor or ChairPaula Kellerer
Peer Reviewed?No
Collections With This Resource
NNU Graduate Education Dissertations
155 Resources
- Education
- English
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