Title

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

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