Dual-credit Students’ Perceptions of Utilizing Learning Accommodations
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Higher Education Leadership
Date of Award
Spring 2022
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.
Advisor
Tony Lee
Subject Categories
Education | Educational Leadership | Higher Education
Recommended Citation
Forge, Gregory Dontray, "Dual-credit Students’ Perceptions of Utilizing Learning Accommodations" (2022). Electronic Theses & Dissertations. 731.
https://digitalcommons.tamuc.edu/etd/731
