Forge, G. D. (2022). Dual-credit students’ perceptions of utilizing learning accommodations (Publication No. 29161213) [Doctoral dissertation, Texas A & M University—Commerce]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2668216634

Texas A & M University (Commerce, TX); ProQuest document ID: 2668216634

The perceptions of high school students in dual-credit programs who used accommodations such as testing accommodations, note-taking, sign language interpreters, and assistive technology (AT) in their courses were investigated. Students' motivation for using accommodations was also examined.

Seven students who a) were at least 18 years old, b) had completed one semester of dual-credit courses, c) were identified as having learning challenges, and d) used learning accommodations through their disability services office for at least one academic semester participated.

A questionnaire, semi-structured interviews, and a focus group were used to collect data for the study. This study explored how dual-credit students viewed their experiences with learning accommodations in the U.S. higher education landscape, how they described the benefits of learning accommodations, and what their motivations were for seeking learning accommodations.

Three major themes emerged: 1) Student accommodations experience; 2) Accommodations arrangements and achievement; and 3) Accommodations awareness and empowerment. More specifically, six themes about participants' experiences using learning accommodations emerged: 1) The application process; 2) College representatives; 3) College professors; 4) Using the accommodation(s); 5) Time after using the accommodation(s); and 6) Treatment. Five themes about benefits of using learning accommodations emerged: 1) Benefits experienced; 2) Influence of accommodations on success; 3) Guiding others with confidence; 4) Future planning; and 5) Access. Five themes emerged about students' motivations for using accommodations: 1) Various motivations to apply; 2) Differences between high school and college accommodations requests; 3) Changes in motivation; 4) Perception of self-identification; and 5) Self-efficacy and confidence.