Special Education M.A.

Number of Pages


Year Approved


First Advisor

Strand, Charles

Second Reader

Jan Mrozinsky


A growing body of research has shown that mental health needs among school-age children exceed the number of mental health professionals available to address those needs. Since students spend a lot of their time at school, much of the responsibility for identifying and responding to student mental health concerns falls mainly on the shoulders of teachers. Teachers often lack the training and resources to support these growing needs, and the recent pandemic has only compounded the issue. Students with intellectual disabilities not only have the same or greater level of mental health concerns as their non-disabled peers but also lack services and trained professionals to address their complex mental health needs. Teachers must have the tools to address student needs because they are their first defense for mental health concerns. Trauma-informed practices offer teachers a framework for viewing the mental health needs of their students. More research is needed to understand how effective these practices are at addressing the mental health needs of students with intellectual disabilities. This thesis aims to add to the body of knowledge about the use of Trauma-informed practices and their usefulness in addressing the unmet needs of students with intellectual disabilities.

Degree Name

Special Education M.A.

Document Type

Masterʼs thesis