Guillion, L. A. J. (2024). Adult English learners with disabilities’ perceptions of self-efficacy and algebra 1 capabilities (Publication No. 30991593) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2922238764

Walden University (Minneapolis, MN)

Students’ accommodations included extended time, dictionary use, read-aloud on tests, and clarified directions.

Ten dually classified English learners with disabilities who must satisfy Algebra 1 benchmarks to meet graduation requirements. The students at an alternative high school in a metropolitan northeastern school district on the East Coast in the United States participated in interviews.

In-person interviews were conducted using a researcher-developed protocol with participants.

Participants spoke broadly about academic test accommodations and were unaware of specific accommodations in their Individualized Education Program (IEP) plans. They understood that their perceptions of using accommodations connected to their academic performance. As English learners, participants reported using the English dictionary more recently than in previous years and that using dictionaries of their native language did not increase their ability to learn American academic content.