Date Approved
9-22-2025
Embargo Period
9-22-2027
Document Type
Dissertation
Degree Name
Ph.D. Education
Department
Education
College
College of Education
Advisor
Cecile Sam, Ph.D.
Committee Member 1
Brent Elder, Ph.D.
Committee Member 2
Casey Woodfield, Ph.D.
Keywords
Accessible research;Advocacy Coalition Framework;Comparative Case Study;Disability inclusive curriculum;Disability Studies in Education;Educational Policy
Abstract
Policy actors interested in advancing educational policies can encounter opposition particularly amid divisive political climates. To boost effectiveness, policy actors need to be equipped with proven strategies employed by educational advocates who often work in coalition. Little is understood empirically about advocacy coalition members’ experiences of the educational policy process, specifically the agenda setting through adoption stages. This comparative case study investigates the stories of separate advocacy coalitions in New Jersey and Pennsylvania as they championed the adoption of disability inclusive curriculum policies. The policies mandated instruction on disability inclusive curriculum in K-12 schools, including instruction on the social, political, and economic contributions of disabled people. Conceptually, the study employed the Advocacy Coalition and the Disability Studies in Education frameworks and consisted of three phases: (a) document analysis of policy communication and hearing transcripts, (b) interviews with 11 advocacy coalition members, half of which identified as disabled, and (c) narrative writing and analysis. Three articles resulted from the following findings: (a) the advocacy stories followed similar arcs, (b) the Advocacy Coalition Framework is a useful tool in analyzing educational policy, (c) coalition members coalesced around a shared set of beliefs, and (d) coalition members strategically employed similar resources throughout the process. This manuscript concludes with a discussion of the implications for educational research, policy, and practice.
Recommended Citation
Boehning, Madeline P., "A Comparative Case Study of Disability Inclusive Curriculum State Policies from Agenda Setting Through Adoption" (2025). Theses and Dissertations. 3453.
https://rdw.rowan.edu/etd/3453
