Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Laurie Stevahn

Second Advisor

Ted Kalmus

Third Advisor

Hannah Gbenro

Abstract

Section 504 of the Rehabilitation Act of 1973 was designed to eliminate disability-based discrimination in federally funded educational institutions. However, its practical application remains inconsistent, often resulting in systemic inequities for students in low-socioeconomic situations. This dissertation study critically examines how social justice issues manifest in the implementation of Section 504 plans for high school students in low-socioeconomic situations and was conducted in one school district located within Washington State. The study is grounded in an integrated framework comprised of the Social Justice Approach, Disability Justice Framework, Critical Race Theory and Dis/ability Critical Race Studies (DisCrit), and Transformative Leadership Theory. Using a qualitative critical phenomenological design, the researcher conducted semi-structured interviews with a purposive sample representing three key stakeholder groups: school counselors, teachers, and parents/guardians. This approach sought to uncover the essence of lived experiences to examine sociopolitical structures that influence equity or inequity in the implementation of Section 504. Qualitative analysis revealed eight major themes relevant to (a) advocacy capital, (b) administrative infrastructure, (c) structural barriers, (d) professional development, (e) student stigma and self-advocacy, (f) school culture and leadership, (g) transition points as high-risk moments, and (h) workload and structural capacity. Ultimately, the findings from this study suggest that while equitable implementation is achievable, it is not guaranteed but rather relies heavily on devoted individuals who often are operating beyond their structural capacity. Recommendations include creating dedicated Section 504 coordinator roles within schools and districts, implementing enrollment-based screening for perceived needs, and providing meaningful professional development for all involved.

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