國立虎尾科技大學 |

The Perceptions and Experiences of Students With Learning Disabilities Who Graduated High School via the GED Using Assistive Technologies.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Perceptions and Experiences of Students With Learning Disabilities Who Graduated High School via the GED Using Assistive Technologies./
Author:	Clark, Brittney.
Description:	1 online resource (131 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-04, Section: A.
Contained By:	Dissertations Abstracts International85-04A.
Subject:	Adult education. -
Online resource:	click for full text (PQDT)
ISBN:	9798380592130

The Perceptions and Experiences of Students With Learning Disabilities Who Graduated High School via the GED Using Assistive Technologies.
Clark, Brittney.

The Perceptions and Experiences of Students With Learning Disabilities Who Graduated High School via the GED Using Assistive Technologies. - 1 online resource (131 pages)

Source: Dissertations Abstracts International, Volume: 85-04, Section: A.

Thesis (Ph.D.)--Capella University, 2023.

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380592130Subjects--Topical Terms:

555548
Adult education.
Subjects--Index Terms:

Adult learnersIndex Terms--Genre/Form:

554714
Electronic books.

The Perceptions and Experiences of Students With Learning Disabilities Who Graduated High School via the GED Using Assistive Technologies.
LDR:03991ntm a2200409K 4500 001 1141339
005 20240311061619.5
006 m o d
007 cr mn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798380592130
035 $a (MiAaPQ)AAI30690305
035 $a AAI30690305
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Clark, Brittney. $3 1465058
245 1 4 $a The Perceptions and Experiences of Students With Learning Disabilities Who Graduated High School via the GED Using Assistive Technologies.
264 0 $c 2023
300 $a 1 online resource (131 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-04, Section: A.
500 $a Advisor: Russell, Donna.
502 $a Thesis (Ph.D.)--Capella University, 2023.
504 $a Includes bibliographical references
520 $a 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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Adult education. $3 555548
650 4 $a Education. $3 555912
650 4 $a Educational psychology. $3 555103
650 4 $a Disability studies. $3 809395
653 $a Adult learners
653 $a Assistive technologies
653 $a General educational development
653 $a Learning disabilities
653 $a High school
655 7 $a Electronic books. $2 local $3 554714
690 $a 0516
690 $a 0515
690 $a 0525
690 $a 0201
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Capella University. $b School of Social and Behavioral Sciences. $3 1372828
773 0 $t Dissertations Abstracts International $g 85-04A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30690305 $z click for full text (PQDT)