Date of Award

6-2026

Document Type

Dissertation

Publisher

Santa Clara : Santa Clara University, 2026

Degree Name

Doctor of Education (EdD)

Abstract

The goal of the Special Olympics Unified Partnership Program is to foster inclusive future leaders and to build social connections between students with and without cognitive or intellectual disabilities within a school community.

Existing research has focused on attitudinal outcomes. This dissertation addresses 3 research questions: (1) How do Unified Partners construct and articulate their understanding of inclusion and belonging for students with disabilities at a Unified Champion School?, (2) How do Unified Partners define their roles within Unified Programs or integrated settings, and maximize the potential of others within the space?, and (3) How do Unified Partners describe their relationships with peers with disabilities or Unified Athletes–in what ways are these relationships formed, experienced, and sustained within the school community? Semi-structured interviews were conducted with 2 participants that participated in Unified activities. Five key themes emerged: (1) Navigating Language— From Othering to Intentional Engagement, (2) Structural Exclusion Before the Disability Cliff, (3) Nature of Relationships to Persons with Disability, (4) Sustaining Membership and Mobility, and (5) Creating Access and Maximizing Potential.

Participants described the importance of relationships, shared experiences, and interactions in shaping their perspectives on disability and belonging; findings also revealed the structural and linguistic barriers, including deficit-based language, scheduling conflicts, and varying access to integrated school experiences. This dissertation highlights the importance of moving toward more reciprocal and community-centered approaches to disability inclusion in secondary schools. Implications and recommendations for educational leadership, inclusive school programming, and future research are discussed.

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