Theses and Dissertations from DePaul University

Date of Award

6-5-2025

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College

College of Education

First Advisor

Joby Gardner

Abstract

This study explores the experiences of high school special education students and their relationships with their teachers. The research question at the heart of this study is: What are the perceptions of high school students with special needs regarding positive, sustained relationships with their teachers? Literature regarding the influences for both teachers and students and relationship-driven pedagogy is presented. This study is grounded in Nel Noddings’ ethics of care, Lisa Delpit’s “warm demander” model, and literature regarding relationships during the COVID-19 pandemic are included as frameworks to explore how these relationships develop, are maintained, and how they have changed since 2020. Using a constructivist, qualitative interpretive approach, five senior high school students receiving special education services were interviewed regarding their experiences building positive, sustained relationships with their teachers. Interviews occurred over a six-week period in a one-on-one setting. Data from the interviews was inductively coded and four key themes were emerged: mental health and emotional support, honesty and trust, teacher access and availability, and high expectations. These findings suggest that positive, sustained teacher-student relationships can play a critical role in both academic and personal development. This study adds to the growing body of literature on special education and teacher-student relationships by centering student voices and offering implications and recommendations for teachers, school leaders, and policymakers seeking to create more supportive learning environments for students with special needs. Keywords: special education, teacher-student relationship, qualitative research, relationship-driven pedagogy, resiliency, caring, warm-demander, COVID-19

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