Date of Conferral
4-22-2026
Degree
Doctor of Social Work (DSW)
School
Social Work
Advisor
Debra Wilson
Abstract
Idaho private and charter schools are experiencing increased enrollment, including students who are developmentally delayed. Such an increase in the population of developmentally delayed students presents challenges for school social workers in providing needed therapeutic services. This study addressed the limited therapeutic services for students with developmental disabilities in Idaho’s private and charter schools, as perceived by school social workers. The purpose was to examine school social workers’ perceptions of the barriers and challenges they encounter when supporting students with developmental disabilities in private or charter schools in Idaho. Participant eligibility criteria included holding a minimum of a bachelor’s degree in social work and possessing direct experience working with students with developmental disabilities in private or charter school settings. Using a generic qualitative research design with ecological systems theory as the lens, semistructured interviews were conducted with nine social workers collected through purposive sampling. Data retrieved from the semistructured interviews were analyzed with Braun and Clarke’s thematic analysis process. Findings suggest that students with developmental disabilities often experienced limited access to therapeutic services. These findings indicate the need for further study in support of vulnerable students within the current context of public to charter school environment; findings also support positive social change by offering ideas to address access barriers.
Recommended Citation
Smalley, Branden, "Social Workers’ Views on Students With Developmental Disabilities in Charter and Private Schools in Idaho" (2026). Walden Dissertations and Doctoral Studies. 19873.
https://scholarworks.waldenu.edu/dissertations/19873
