The Future of Education

In the United States, special education teachers typically receive intensive training in academic interventions and behavioral support to support students with individualized education programs (IEPs) (Hassani & Schwab, 2021). In addition to implementing modifications and specialized instructional practices, special educators are expected to engage in culturally responsive teaching and inclusive pedagogies (Donahue-Keegan et al., 2019). However, limited attention has been given to how special education teachers are prepared to support students who live at the intersection of disability and LGBTQ+ identity. Grounded in intersectional theory (Crenshaw, 2017), this study acknowledges that LGBTQ+ students with disabilities experience disproportionate levels of bullying, harassment, suicidal ideation, and other school-based challenges, as well as negative post-school outcomes, underscoring the urgent need for informed and affirming educational support (Gates et al., 2023; King et al., 2018). The purpose of this study is to examine the preparation and perceived ability of special education teachers and special education teacher candidates to support LGBTQ+ students with disabilities. This study explores educators’ understanding of intersectional student needs and their readiness to provide inclusive and responsive support. Data were collected through an open-ended questionnaire (Braun et al., 2020) and analyzed through thematic analysis following Braun & Clarke’s (2006) model. Findings reveal limited formal training related to LGBTQ+ identities and a lack of guidance on applying inclusive practices within special education contexts. Implications are discussed, which include integrating intersectional frameworks into teacher preparation, strengthening professional development focused on LGBTQ+ inclusion, and fostering school environments that promote safety, belonging, and improved educational and post-school outcomes for disabled LGBTQ+ students.

disability, LGBTQ+, special education

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[2] Braun, V., Clarke, V., Boulton, E., Davey, L., & McEvoy, C. (2020). The online survey as a qualitative research tool. International Journal of Social Research Methodology, 24(6), 641–654.  

[3] Donahue-Keegan, D., Villegas-Reimers, E., & Cressey, J. M. (2019). Integrating social-emotional learning and culturally responsive teaching in teacher education preparation programs. Teacher Education Quarterly, 46(4), 150-168.  

[4] Gates, T. G., Bills, K. L., Bennett, B., & Kelly, B. L. (2023). Cyberbullying, mental health, and lesbian, gay, and bisexual youth with disabilities: Intersectionalities and environmental risks. Journal of Child and Family Studies, 32(10), 3159-3166. https://doi.org/10.1007/s10826-023-02679-w 

[5] Hassani, S., & Schwab, S. (2021). Social-emotional learning interventions for students with special educational needs: A systematic literature review. Frontiers in Education, 6, 808566. https://doi.org/10.3389/feduc.2021.808566 

[6] King, T., Merrin, G. J., Espelage, D. L., Grant, N. J., & Bub, K. L. (2018). Suicidality and intersectionality among students identifying as nonheterosexual and with a disability. Exceptional Children, 84(2), 141-158. https://doi.org/10.1177/0014402917736261