Date of Award
Spring 4-1-2021
Document Type
Dissertation
Degree Name
Ed.D. Transformational Teaching and Learning
First Advisor
Dr. Mark Wolfmeyer
Second Advisor
Dr. Andrew Miness
Third Advisor
Dr. Diane King
Abstract
The concept of disability and how it is perceived varies based on one’s own understanding, prior experiences, position, and interactions with others. By adding the variable of employment into the equation, perceptions surrounding disability can have a significant impact on the disabled community. The amount of significance corresponds directly with the level or degree of one’s disability and other identities. Currently, the separation between employment rates for disabled adults and their non-disabled counterparts is vast (Sametz, 2017). The purpose of this study is to examine some variables that affect employment outcomes for youth with low-incidence disabilities. Guided by theoretical frameworks of Disability Studies (DS) and Disability Studies and Critical Race Theory (DisCrit) and drawing on a conceptual framework of phenomenology, this qualitative study utilizes a focus group, interviews, survey, and researcher field notes to elicit the perceptions of those involved in a work-based learning program (WBL). Initial coding and an inter-rater reliability check identified fourteen codes. Three themes emerged during second round coding. Results are indicative of the importance of work preparation programs for all stakeholders, as the concepts of work and disability are perceived in relation to our position, shared experiences, and sense of belonging.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Piller, Samantha G., "Stakeholder Perspectives: How Participation in a Work-Based Learning Program Affects Perceptions" (2021). Education Doctorate Dissertations. 16.
https://research.library.kutztown.edu/edddissertations/16
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