Having a Disability and Identifying as LGBTQ+: Are Educational Professionals Prepared for this Intersectional Experience?

Abstract

This article examines the perceptions, attitudes, understanding, and knowledge of special education case managers in the United States working with students with disabilities who identify as LGBTQ+. Through a qualitative descriptive study grounded in descriptive phenomenological theory, the study examines the case managers’ personal experiences working with students with disabilities identifying as LGBTQ+, and it examines their preparedness to best support these students. Discussions of IEP development, IEP transition planning, knowledge of resources and agencies are examined. After data collection, a thematic analysis was conducted, which yielded five themes: creation of a safe space; understanding while learning; supportive of all students; more training and professional development; and need for resources. This study contributes to the literature in understanding the intersectional realities of having a disability and identifying as LGBTQ+. More specifically, this study reveals a strong need for more training and support for educational professionals to better work with students living this intersectional experience. Implications are discussed and resources are provided to help case managers in their work, as well as providing insight to school districts and educational preparation programs to better prepare professionals in this area.