Needs Analysis and Program Evaluation of Adult Education for Students with Disabilities

Autor/in	Gever, Diyanna
Titel	Needs Analysis and Program Evaluation of Adult Education for Students with Disabilities
Quelle	(2022), (164 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, California State University, Los Angeles
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-0749-0
Schlagwörter	Hochschulschrift; Dissertation; Adult Students; Adult Education; Student Attitudes; Academic Accommodations (Disabilities); Students with Disabilities; Testing Accommodations; Urban Schools; Resources; Program Effectiveness + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Education; Adult basic education; Adult training; Erwachsenenbildung; Schülerverhalten; Disability; Disabilities; Behinderung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Betriebsmittel; Hilfsmittel
Abstract	The purpose of this study was to explore adult education students' perspectives on the availability and helpfulness of instructional and testing accommodations and out-of-classroom supports and services. Drawing upon elements of pragmatic perspectives (Cherryholmes, 1992; Morgan, 2007), this study sought to identify and analyze the need for expanded service delivery and learning supports in order to improve the learning outcomes of adult education students with disabilities. The study was framed by Berghs et. al.'s models and theories of disability (2016). The study utilized a mixed method parallel convergent design. Approximately 100 completed surveys collected from students who were enrolled in a large urban school district within the adult education consortium were analyzed. The findings from the survey indicated that adult education students had limited access to resources to support their learning. Just over half to slightly over two-thirds of survey respondents reported that instructional accommodations were either unavailable or they were unaware of their availability. Between one-half to three-fourths of respondents reported similarly for testing accommodations. Respondents reported that only 20% to 50% of eleven out of fifteen out-of-classroom services and supports were available. The survey findings revealed that students highly rated the currently available accommodations, supports and services. Over 80% of students who had used instructional and testing accommodations and out-of-classroom supports found them helpful. When asked to rate how helpful the supports, accommodations and services not currently available would be if provided in the future, the helpfulness rating increased to over 85%. Themes that arose from the survey's open-ended question included finding that students wanted expanded services, resources and support. Limitations of the study were described. Recommendations for further research, for adult education programs, and for policy were presented. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01