Clark, B. (2023). The perceptions and experiences of students with learning disabilities who graduated high school via the GED using assistive technologies (Publication No. 30690305) [Capella University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2877258970

Assistive technology (AT) tools—including text-to-speech and speech-to-text software, enlarged print, and human-voice recorded tests—were examined.

Eight adult students between the ages of 19 and 59 participated, from throughout the United States who self-identified with a learning disability of dyslexia, dyscalculia, and dysgraphia.

Interviews were conducted with participants who completed an online screening survey indicating that they had used AT for completing the General Educational Development (GED) program, including successfully passing the summative GED testing.

The researcher reported several themes pertaining to participants having learned to use assistive technology tools while preparing for and passing the GED, as well as in adult life; this summary emphasizes the theme of AT as "pivotal for their academic achievement." Participants reported a range of benefits from using various supports—accommodations and assistive technology tools—when they originally attended but did not complete high school. Some noted that they did not use instructional or test accommodations, and some had not been identified as having learning disabilities; others indicated that they had been provided oral delivery by teachers for instruction and assessment, and one student learned to read braille by touch which apparently was helpful. A common experience among participants was the availability of AT tools that were newly available to them during their GED preparation. Text-to-speech software was the primary AT tool identified for both independently studying for, and passing, the GED test. Participants expressed positive experiences using AT including text-to-speech, attributing its availability to supporting their motivation, independence, and self-efficacy to pass the GED test on their first attempt.