Aldrich, J. C. (2023). Dismantling inequitable education practices: A phenomenological study of assessing students experiencing specific learning disabilities (Publication No. 30694129) [Doctoral dissertation, Northcentral University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2917769521

Accommodations were not specified; the focus was on middle school math teachers’ perspectives on administering assessments based on Universal Design for Learning (UDL) for students with specific learning disabilities (SLD).

Ten middle school math teachers in the United States who taught students with Individualized Education Program (IEP) plans for SLD.

Semi-structured interviews were conducted virtually with each participant.

Teachers felt that there was a misalignment between assessments’ content and format and students’ educational needs and abilities. They also believed that the coordination of students’ IEPs, their learning needs and abilities, and accommodations led to student successes but also had its limitations. Teachers thought that multimodal classroom instruction led to an inclusive and equitable learning environment.