Dual-Credit Students' Perceptions of Utilizing Learning Accommodations

Autor/in	Forge, Gregory Dontray
Titel	Dual-Credit Students' Perceptions of Utilizing Learning Accommodations
Quelle	(2022), (138 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Texas A&M University - Commerce
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4387-5528-9
Schlagwörter	Hochschulschrift; Dissertation; Dual Enrollment; Learning Problems; Student Attitudes; Academic Accommodations (Disabilities); High School Students; Testing Accommodations; Assistive Technology; Knowledge Level + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Doppelstudium; Lernproblem; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Wissensbasis
Abstract	Higher education and K-12 institutions have seen an increase in dual-credit participation for students with learning challenges. Given the rapid growth in the dual-credit programs and increasing numbers of students entering higher education institutions with learning challenges, more research was needed to support students in dual-credit programs across the state and country. Further, research was also needed for stakeholders within the K-12 and higher education institutions to provide awareness for future dual-credit students with learning challenges. After reviewing the literature, the researcher found a gap regarding dual-credit students' perceptions of utilizing learning accommodations. The purpose of this case study was to explore the perceptions of high school dual-credit students who utilized learning accommodations, such as testing accommodation, note-taking, sign language interpreters, and assistive technology in their dual-credit courses. Additionally, the research improved understanding of the benefits and motivation for dual-credit students utilizing learning accommodations and provided awareness for future dual-credit students with learning challenges, as well as K-12 and higher education institutions. A demographic questionnaire, semi-structured interviews, and focus group were used to collect data in this qualitative case study. After meeting requirements and providing consent, seven participants were identified to participate in this study. The following three themes emerged after the data collection: student accommodation experience, accommodations arrangement and achievement, and accommodations awareness and empowerment. The findings suggested K-12 and higher education institutions need to provide resources to educate students about college level learning accommodations and the process to request accommodations. Also, providing training opportunities to all college professors to be able to support and guide students in their classes. Finally, to create student support groups for students with learning accommodations. [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