How do School-level Dynamics Impact Mainstreaming Practices in American Schools?

Authors

Natalie M. Watson, University of Nebraska-LincolnFollow

First Advisor

Regina Werum

Committee Members

Seulki Kim, Lisa Kort-Butler

Date of this Version

4-2025

Document Type

Thesis

Citation

A thesis presented to the faculty of the Graduate College at the University of Nebraska in partial fulfillment of requirements for the Degree of Master of Arts

Major: Sociology

Under the supervision of Professor Regina Werum

Lincoln, Nebraska, April 2025

Comments

Copyright 2025, Natalie M. Watson. Used by permission

Abstract

How do school-level dynamics impact the everyday experiences of students with disabilities, compared to their abled peers? Extant research has mostly focused on the experiences of individual students with disabilities, and their teachers. We know far less about how school-level dynamics shape students’ experiences. Historically, American schools formally separated students with and without disabilities, though the specific mode varied over time -- ranging from explicit institutionalization to segregation in special education programs. At least since the passage of the Americans with Disabilities Act in 1990, efforts to educate students with disabilities alongside their abled peers in mainstreamed settings have increased dramatically. To what extent do the students’ experiences differ based on school-level factors and resources? To address this question, I analyze data from the 1999-2000 National Teacher and Principal Survey, administered by the National Center for Education Statistics. Analyses examine the impact of sectoral and school-level dynamics related to teacher support and student demographics on the extent to which students are mainstreamed in a focal school. I situate the empirical findings in light of organizational theories grounded in sociology of education.

Advisor: Regina Werum