Author ORCID Identifier
https://orcid.org/0000-0002-7304-7120
Defense Date
2024
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Special Education
First Advisor
Christine Spence, PhD
Second Advisor
LaRon Scott, EdD
Third Advisor
Wendy Rodgers, PhD
Fourth Advisor
Dorian Lee-Wilkerson, PhD
Abstract
My three-paper dissertation explored the interrelatedness between two critical issues in special education: interdisciplinary collaboration and sociocultural identity. I examined both through the perspectives of one discipline of specialized instructional support personnel (SISP). In the first paper, I conducted a systematic literature review examining the current empirical evidence on speech-language pathologists’ (SLPs) collaboration in schools. A key takeaway from the literature review was the need for qualitative research to better understand the depth and breadth of collaborative experiences. In the second paper, I utilized an exploratory qualitative design and pilot data to discuss school-based SLPs’ shared collaborative experiences, identifying common facilitators and barriers to describe collaborative outcomes. One key aspect that emerged was the participants’ description of differing collaborative experiences based on the sociocultural identity markers of race, age, and years of experience. In the final paper, I present a qualitative study that explored the intersection of professional and personal identities in Black school-based SLPs, and the impact of intersecting identities on collaboration. The findings confirmed the importance of investigating the relationship between an individual’s identity and their collaboration on school-based teams. The implications for future research, practice, and policy are presented in each separate paper and discussed collectively in Chapter 5.
Rights
© The Author
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
4-26-2024
Included in
Disability and Equity in Education Commons, Special Education and Teaching Commons, Teacher Education and Professional Development Commons