Special Education M.A.

Number of Pages


Year Approved


First Advisor

Strand, Charles

Second Reader

Karin Farrington


Over the years, schools have faced an uphill battle when discussing trauma in students. As the research continues to improve and the more it is studied, more schools are able to talk about it and learn about it. This can become a big weight on the shoulders of the teachers because students do spend the majority of their day at school during the school year. Not only are the general education students experiencing trauma but also students with disabilities are also experiencing it.. This can lead to a higher risk for the students with disabilities to experience mental health issues due to the lack of the ability to process some of the information. Schools and, more importantly, teachers lack the training and strategies needed to help these students handle their trauma. It can be very time consuming and very difficult to do training on top of all the other duties that teachers have. The more research that is done and the more information we are able to gather, the more likely it is for schools to be able to train their teachers to use interventions to support these students.. Trauma-informed practices is one of the biggest trainings that schools are turning to to help with training their teachers. This thesis focuses on the topic of trauma along with interventions that support students with disabilities.

Degree Name

Special Education M.A.

Document Type

Masterʼs thesis