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Craig Paulson, Barry Sullivan
This study used a mixed methods approach to investigate the perceptions of students with intellectual disabilities (ID) attending a Transition Postsecondary Program for Students with Intellectual Disabilities (TPSID). This study explored what they perceived to be the most chosen and helpful accommodations, assistive technologies, and supports and why they chose them. The researcher sent out an electronic survey to students with ID attending a Transition Program for Students with Intellectual Disabilities (TPSID) to determine the most chosen and helpful accommodations, assistive technologies, and supports and why they found them helpful.The top ranked accommodations used and found most helpful in this study included: use of computer on test, extended time for assignments, extended time on tests, quiet area for testing, tests read aloud, and alternate format for materials. The top ranked assistive technologies used and found most helpful in this study included: Google Drive, personal phone, laptop, computer, or Chromebook, Grammarly, and reading helpers. Read&Write for Google Chrome was ranked as one of the top six assistive technologies used but was not ranked as one of the top six assistive technologies found to be most helpful. The top ranked supports used and found most helpful in the study included peer mentor for social activities, proofreader or grammar support, peer mentor or tutor, peer notetaker and out of class tutor or counseling. Peer reader was identified as one of the top six supports used but it was not among the top six supports found most helpful.
Olson, L. (2021). A Descriptive Study of the Accommodations, Assistive Technologies, and Supports Chosen by Students with an Intellectual Disability Attending a Post-Secondary Institution [Doctoral dissertation, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/753