The Perceptions and Experiences of Students with Learning Disabilities Who Graduated High School via the GED Using Assistive Technologies
Saved in:
| Title: | The Perceptions and Experiences of Students with Learning Disabilities Who Graduated High School via the GED Using Assistive Technologies |
|---|---|
| Language: | English |
| Authors: | Brittney Clark |
| Source: | ProQuest LLC. 2023Ph.D. Dissertation, Capella University. |
| Availability: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 131 |
| Publication Date: | 2023 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Adult Education High Schools High School Equivalency Programs Secondary Education |
| Descriptors: | Equivalency Tests, High School Equivalency Programs, Adults, Learning Disabilities, Dyslexia, Assistive Technology, Student Attitudes, Persistence, Augmentative and Alternative Communication, Academic Achievement, Influence of Technology, Student Experience, High School Graduates |
| Assessment and Survey Identifiers: | General Educational Development Tests |
| ISBN: | 979-83-8059-213-0 |
| Abstract: | The topic for the study was the attitudes and perceptions of students with dyslexia, dysgraphia, and dyscalculia toward using assistive technologies (AT) to pass a general educational development test (GED) successfully on the first attempt. The research question was What are the attitudes and perceptions of students with dyslexia, dysgraphia, and dyscalculia toward using AT to earn a GED to graduate high school? The methodology used was a generic qualitative inquiry. The inclusion criteria were (a) adults 18 and over, (b) completed the GED on the first attempt, (c) self-identify as having a learning disability such as dyslexia, dyscalculia, and dysgraphia, (d) used AT to pass the GED test, and (e) passed within the past two years. The exclusion criterion was that the participants had other disabilities not identified in the inclusion criteria. There were eight participants ages 19-59. All participants identified as having dyslexia. Thematic inductive analysis with constant comparison was used to analyze the data resulting in five themes. Theme 1 was their perceptions that persistence made them successful using AT to take the GED to graduate high school and also to increase their success despite their learning disability in everyday life. Theme 2 was their attitude that the use of AT enhanced their communication to compensate for their learning and be successful. Theme 3 was their perception that AT increased their self-sufficiency and independence to compensate for their learning disability and be successful. Theme 4 was the attitude that AT was pivotal for their academic achievement or lack of achievement in high school and taking the GED receive a high school diploma. Theme 5 was their attitude that the affordances and constraints of technologies were important to their effective use of technology preparing to take the GED and currently to compensate for their learning disability and be successful in everyday life. In conclusion, these participants were determined to succeed, which offset all the issues, including a learning disability, lack of support, inadequate access to technologies, and their effort in identifying and using new technologies. The overarching conclusion from this study was that despite their learning difficulties, these participants used AT to successfully graduate from high school and improve their lives overall. The results can be used to identify effective integration of technologies to support the learning of students with learning disabilities. [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.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30690305 |
| Accession Number: | ED640011 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: ED640011 AccessLevel: 3 PubType: Dissertation/ Thesis PubTypeId: dissertation PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: The Perceptions and Experiences of Students with Learning Disabilities Who Graduated High School via the GED Using Assistive Technologies – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Brittney+Clark%22">Brittney Clark</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22ProQuest+LLC%22"><i>ProQuest LLC</i></searchLink>. 2023Ph.D. Dissertation, Capella University. – Name: Avail Label: Availability Group: Avail Data: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 131 – Name: DatePubCY Label: Publication Date Group: Date Data: 2023 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Dissertations/Theses - Doctoral Dissertations – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Adult+Education%22">Adult Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22High+School+Equivalency+Programs%22">High School Equivalency Programs</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Equivalency+Tests%22">Equivalency Tests</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Equivalency+Programs%22">High School Equivalency Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Adults%22">Adults</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Dyslexia%22">Dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22Assistive+Technology%22">Assistive Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Persistence%22">Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Augmentative+and+Alternative+Communication%22">Augmentative and Alternative Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Influence+of+Technology%22">Influence of Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Graduates%22">High School Graduates</searchLink> – Name: SubjectThesaurus Label: Assessment and Survey Identifiers Group: Su Data: <searchLink fieldCode="SU" term="%22General+Educational+Development+Tests%22">General Educational Development Tests</searchLink> – Name: ISBN Label: ISBN Group: ISBN Data: 979-83-8059-213-0 – Name: Abstract Label: Abstract Group: Ab Data: The topic for the study was the attitudes and perceptions of students with dyslexia, dysgraphia, and dyscalculia toward using assistive technologies (AT) to pass a general educational development test (GED) successfully on the first attempt. The research question was What are the attitudes and perceptions of students with dyslexia, dysgraphia, and dyscalculia toward using AT to earn a GED to graduate high school? The methodology used was a generic qualitative inquiry. The inclusion criteria were (a) adults 18 and over, (b) completed the GED on the first attempt, (c) self-identify as having a learning disability such as dyslexia, dyscalculia, and dysgraphia, (d) used AT to pass the GED test, and (e) passed within the past two years. The exclusion criterion was that the participants had other disabilities not identified in the inclusion criteria. There were eight participants ages 19-59. All participants identified as having dyslexia. Thematic inductive analysis with constant comparison was used to analyze the data resulting in five themes. Theme 1 was their perceptions that persistence made them successful using AT to take the GED to graduate high school and also to increase their success despite their learning disability in everyday life. Theme 2 was their attitude that the use of AT enhanced their communication to compensate for their learning and be successful. Theme 3 was their perception that AT increased their self-sufficiency and independence to compensate for their learning disability and be successful. Theme 4 was the attitude that AT was pivotal for their academic achievement or lack of achievement in high school and taking the GED receive a high school diploma. Theme 5 was their attitude that the affordances and constraints of technologies were important to their effective use of technology preparing to take the GED and currently to compensate for their learning disability and be successful in everyday life. In conclusion, these participants were determined to succeed, which offset all the issues, including a learning disability, lack of support, inadequate access to technologies, and their effort in identifying and using new technologies. The overarching conclusion from this study was that despite their learning difficulties, these participants used AT to successfully graduate from high school and improve their lives overall. The results can be used to identify effective integration of technologies to support the learning of students with learning disabilities. [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.] – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: URL Label: Access URL Group: URL Data: <link linkTarget="URL" linkTerm="https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30690305" linkWindow="_blank">http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30690305</link> – Name: AN Label: Accession Number Group: ID Data: ED640011 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED640011 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 131 Subjects: – SubjectFull: Equivalency Tests Type: general – SubjectFull: High School Equivalency Programs Type: general – SubjectFull: Adults Type: general – SubjectFull: Learning Disabilities Type: general – SubjectFull: Dyslexia Type: general – SubjectFull: Assistive Technology Type: general – SubjectFull: Student Attitudes Type: general – SubjectFull: Persistence Type: general – SubjectFull: Augmentative and Alternative Communication Type: general – SubjectFull: Academic Achievement Type: general – SubjectFull: Influence of Technology Type: general – SubjectFull: Student Experience Type: general – SubjectFull: High School Graduates Type: general – SubjectFull: General Educational Development Tests Type: general Titles: – TitleFull: The Perceptions and Experiences of Students with Learning Disabilities Who Graduated High School via the GED Using Assistive Technologies Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Brittney Clark IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2023 Identifiers: – Type: isbn-print Value: 979-83-8059-213-0 Titles: – TitleFull: ProQuest LLC Type: main |
| ResultId | 1 |
