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Faculty of Graduate Studies

Julia Speirs

  • BA (Concordia University, 2019)
Notice of the Final Oral Examination for the Degree of Master of Arts

Topic

Voice of Siblings: Shifting The Narrative on Disability, Inclusion and Education

Department of Educational Psychology and Leadership Studies

Date & location

  • Tuesday, August 26, 2025

  • 12:00 P.M.

  • Virtual Defence

Reviewers

Supervisory Committee

  • Dr. Rose Vukovic, Department of Educational Psychology and Leadership Studies, University of Victoria (Supervisor)

  • Dr. Donna McGhie-Richmond, Department of Educational Psychology and Leadership Studies, UVic (Member) 

External Examiner

  • Dr. Alison Gerlach, School of Child and Youth Care, University of Victoria 

Chair of Oral Examination

  • Dr. Jim Tanaka, Department of Psychology, UVic

     

Abstract

Research has long established that siblings influence one another’s development. In recent years, it has expanded to examine the unique experience of those who have a disabled sibling. Research on this population exists mainly in the field of psychology, through quantitative methods. In order to have a more holistic understanding of the sibling experience, research needs to use qualitative methodology that allows for siblings to have control over their own narratives and create space for their voices to expand beyond numbers. The purpose of this study was to give people who have a sibling with a disability the space to share their story and perspectives through a lens that they believe is important to their story. Using a qualitative approach of action-based research, it aimed to uncover ideas that can be used to create change in the field of education. Participants included six participants aged 19-28, who identified as a sibling of someone with a disability. Six themes emerged through the thematic coding analysis of interviews: (1) Advocacy, (2) Barriers, (3) Beliefs, (4) Education, (5) Perspectives, and (6) Relationships. Each theme holds vast knowledge and expertise on inclusion, accessibility and policy that can be used as starting points for more focused qualitative studies. These findings can serve as a foundation for future research to continue to work with siblings as guides to inform inclusive education policies and practices.

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