Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Kathleen Claggett

Abstract

Special education researchers and practitioners have increasingly demonstrated that disability accommodations may afford students with disabilities (SWD) enhanced opportunities for academic success. However, disability accommodations have primarily been designed and delivered within the context of the traditional classroom settings in higher education. This basic qualitative study explored how students registered with disability services describe access to online learning accommodations in higher education. Two research questions were created: exploring accommodations in online learning that students perceive as contributing to their academic success and understanding accommodations that students perceive as essential to overcoming existing barriers contributing to their academic success. Universal Design for Learning was used to frame the study. Purposive sampling was used to recruit 13 SWD using online accommodations. Interviews were conducted via Zoom to collect relevant data to identify key themes emerging from the participants' responses. The themes identified through the six-step thematic analysis process were positive assessment, negative evaluation, applied accommodation, and knowledge gained via experience. Findings from this study will have positive implications for societal change by identifying how SWD perceive accommodations in online learning. The study has the potential to create positive social equity, which takes into account system inequalities to ensure everyone in a community has access to the same opportunities. Understanding SWD and their desired resources will assist faculty in determining how to facilitate student success in online learning. The study findings support the need for more time on tests and assignments. The reflections gathered will assist SWD with the tools to achieve academic success.

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