Date of Conferral

1-13-2026

Date of Award

January 2026

Degree

Ph.D.

School

Psychology

Advisor

Melody Moore

Abstract

The Individuals with Disabilities Education Act (IDEA) was designed to guarantee equitable access to special education services for children with disabilities. Yet, disparities persist in how caregivers navigate protections. They often face barriers related to limited legal knowledge, inconsistent school support, and systemic inequities, leaving many unable to fully advocate for their children. The purpose of this interpretative phenomenological analysis study was to explore lived experiences of caregivers as they engaged with the IDEA to secure services for their children with disabilities. Guided by the legal consciousness and empowerment theories, the study involved examining how caregivers interpret and act upon their legal rights and how their sense of empowerment influenced their advocacy behaviors. The central research question is: What are lived experiences of caregivers navigating the IDEA for their children with disabilities? Participants were six caregivers who were recruited through community organizations and social networks. Data were collected through semi-structured interviews. Five themes emerged: navigating the IDEA without guidance, power of self-advocacy and knowledge, barriers within school systems, role of external support networks, and preparing children for independence. Findings revealed while many caregivers initially lacked clarity about their legal rights, they became more confident advocates over time when supported with networks and access to legal information. This study contributes to positive social change by addressing advocacy challenges caregivers face and emphasizing the need for accessible legal literacy and equitable school-based support systems that empower families of children with disabilities.

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